Utilization of Digital Tools in Classroom Management among Public Elementary School Teachers in Pinamungajan District I

Diadema V. Ondaymoso, Janeth L. Lacostales

Abstract


The 21st century landscape calls for digital literacy to be a part of the many educator competencies. This study investigated the degree of utilization of digital tools for effective classroom management among 165 public elementary school teachers in Pinamungajan District I, Philippines. The study addressed the impact of Technological Pedagogical Content Knowledge (TPACK) components on digital tool use, the relationships among TPACK domains, and the challenges faced in technology integration. Using a convergent mixed-method design, data were collected through a validated self-constructed questionnaire comprising Likert-scale items and open-ended responses. Quantitative analyses included computation of weighted means and Pearson correlation coefficients, while qualitative responses were thematically analyzed. Results indicated that teachers frequently utilized digital tools in most TPACK domains, with the highest scores observed in Technological Content Knowledge (TCK, 4.25) and Pedagogical Content Knowledge (PCK, 4.26), interpreted as “Always Utilize.” Other components, such as Content Knowledge (CK, 4.04), Pedagogical Knowledge (PK, 3.90), Technological Pedagogical Knowledge (TPK, 3.81), and Technological Knowledge (TK, 3.50), were rated as “Often Utilize.” Notably, teachers excelled in digital tool selection and adapting classroom strategies but showed lower confidence in troubleshooting technical issues (3.03). Pearson correlation analysis revealed statistically significant, positive correlations among all TPACK components, with the strongest relationship between PK and CK (r = 0.665, p < 0.05) and between PCK and PK (r = 0.650, p < 0.05), highlighting the integrated nature of teacher expertise. Challenges encompassed limited device access, insufficient training, digital literacy gaps, and equity issues among students. The study concluded that building teacher capacity across all TPACK components, improving infrastructure, and providing ongoing professional development are necessary for sustainable technology integration. These findings contribute localized insights to teacher education and guide school leaders to prioritize equitable digital access and targeted support in technology-enabled learning environments. 

Keywords


Digital Literacy, TPACK, Classroom Management

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References


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DOI: http://dx.doi.org/10.52155/ijpsat.v56.1.7915

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