Senior high school teachers in the Philippines demonstrate strong foundational computer and digital literacy skills, particularly in internet communication, word processing, and basic computer operations. However, many teachers still struggle with advanced spreadsheet functions, data analysis tools, and multimedia applications, according to a new study conducted in Alicia South District, Isabela, Philippines.
The study was conducted by Juvy O. Nonan of Palayan Region High School and Celso C. Dumalig of Pangal Sur High School and Northeastern College, Inc., Santiago City, Philippines. Published in the International Journal of Applied Educational Research (IJAER) in 2026, the research examined the computer and digital literacy competencies of senior high school teachers and their implications for teaching effectiveness in the digital age.
The findings come at a critical time as schools worldwide continue adapting to increasingly technology-driven learning environments. Following the COVID-19 pandemic, digital literacy has become one of the most essential professional competencies for educators. Governments and educational institutions now expect teachers not only to use computers but also to integrate digital technologies effectively into classroom instruction, communication, and assessment.
According to the researchers, digital literacy in education extends beyond simple computer use. Teachers are now expected to evaluate information critically, communicate through digital platforms, create online instructional content, and manage technology-based learning environments safely and effectively. However, disparities in technological access, training opportunities, and infrastructure continue to affect teacher readiness, particularly in rural areas.
To investigate these issues, Nonan and Dumalig used a descriptive-correlational research design involving 29 senior high school teachers from Alicia South District in Isabela Province. Researchers collected data through structured questionnaires and interviews to evaluate teacher competencies in general computer operations, communication and internet use, word processing, spreadsheets, and graphics applications.
The respondents represented a relatively young teaching workforce. Around 37.93 percent of teachers were between 21 and 30 years old, while 31.03 percent belonged to the 31–40 age group. Researchers noted that younger teachers are generally more exposed to digital technologies during their education and early careers, which may contribute to stronger foundational digital literacy skills.
The study also found that female teachers dominated the respondent population, accounting for 68.97 percent of participants. Most teachers held either Bachelor of Elementary Education degrees or master’s degrees, suggesting a relatively strong academic background among the teaching staff.
In terms of software familiarity, all respondents reported proficiency in Microsoft Office applications, internet connectivity tools, and social media platforms. However, only 27.59 percent had experience using video editing software, while just 6.90 percent reported familiarity with advanced editing applications.
Researchers also observed moderate daily computer usage among teachers. Approximately 75.86 percent of respondents used computers for only one to three hours per day, suggesting that digital tools are primarily used for basic instructional preparation, communication, and administrative tasks rather than advanced or intensive digital production.
One of the strongest findings involved general computer operations. Teachers demonstrated “Very Proficient” to “Excellent” competence in elementary computer tasks such as creating folders, managing files, printing documents, retrieving files, and performing backup operations. The overall average weighted mean for general computer operations reached 3.78, categorized as “Very Proficient.”
Communication and internet skills received the highest ratings in the study. Teachers achieved an overall average weighted mean of 4.29, classified as “Excellent.” Respondents showed advanced competence in sending and receiving emails, navigating websites, using internet browsers, and conducting online searches through search engines.
According to the researchers, these strong communication skills indicate that teachers are prepared for online collaboration, digital communication, and web-based instructional practices. Such competencies are increasingly important as schools continue integrating blended learning and digital classroom environments into mainstream education.
Word processing skills also ranked highly among participants. Teachers showed excellent proficiency in entering text, printing documents, editing files, and using grammar and spelling tools in word-processing applications. However, competence declined in more technical areas such as advanced formatting, citation creation, references, headers, footnotes, and academic document structuring.
The most significant weakness identified in the study involved spreadsheet competencies. Teachers achieved an overall weighted mean of only 2.86, categorized as “Good.” More notably, formula creation and built-in spreadsheet functions received the lowest scores among all assessed digital literacy areas.
Researchers explained that limited spreadsheet proficiency could reduce teacher efficiency in managing grades, organizing student data, generating reports, and performing data-driven educational analysis. As schools increasingly rely on digital records and analytics systems, spreadsheet competence has become an important professional skill for educators.
Graphics and multimedia skills also remained relatively moderate. Teachers were generally capable of basic graphic tasks such as using clip art, modifying fonts, and adjusting layouts. However, more technical multimedia functions — including image scanning, video capture, and advanced graphic manipulation — were less developed.
The study highlights an important reality in modern education: digital literacy gaps no longer revolve only around access to computers or internet connectivity. Increasingly, the challenge lies in the depth and sophistication of teachers’ technological competencies.
Nonan and Dumalig emphasized that continuous professional development remains essential for improving teacher readiness in the digital era. According to the researchers, targeted training programs focusing on spreadsheets, data analysis, multimedia production, and advanced document formatting would significantly strengthen teacher performance and technology integration in schools.
The researchers also recommended mentorship-based learning systems where digitally skilled teachers support colleagues with weaker technical competencies. In addition, they encouraged schools to provide more advanced digital training opportunities beyond district-level workshops to expose teachers to broader technological innovations and best practices.
More broadly, the findings reinforce global concerns about educational digital readiness. While many teachers have adapted to basic technology use, the transition toward more advanced digital teaching practices requires long-term investment in professional training, infrastructure, and continuous technological support.
The study ultimately concludes that strengthening advanced digital competencies among teachers is critical not only for improving administrative efficiency but also for enhancing instructional quality, student engagement, and future educational innovation in increasingly digital learning environments.
Author Profile
Juvy O. Nonan is an educator and researcher from Palayan Region High School under the Department of Education in Alicia, Isabela, Philippines. The study was co-authored by Celso C. Dumalig of Pangal Sur High School and the Graduate School of Northeastern College, Inc., Santiago City, Philippines. Their research focuses on digital literacy, educational technology integration, teacher competencies, and technology-supported instruction.
Source
Juvy O. Nonan & Celso C. Dumalig. “Computer and Digital Literacy of Senior High School Teachers.” International Journal of Applied Educational Research (IJAER), Vol. 4 No. 2, 2026, pp. 111–128. DOI: https://doi.org/10.59890/ijaer.v4i2.242
0 Komentar