Teachers’ Technological Skills, Instructional Practices, and Learners’ Academic Performance

This study examined the relationship among teachers’ technological skills, instructional practices, and learners’ academic performance in the Schools Division of Antique during School Year 2024–2025. A quantitative descriptive–correlational research design was employed. Using stratified random sampling, teachers from different school levels and districts were selected to ensure adequate representation. Data on teachers’ technological skills and instructional practices were gathered through a researcher-developed questionnaire, while learners’ academic performance was obtained from official school records. Findings revealed that teachers generally possessed a high level of technological skill, particularly in basic digital literacy, such as the use of common software and online resources. However, comparatively lower competence was observed in the integration of technology into classroom instruction. Teachers’ instructional practices were also rated high, especially in areas related to lesson planning, classroom management, and delivery of instruction. Learners’ academic performance was described as very satisfactory, indicating that most students were able to meet the academic standards set by the Department of Education. Further analysis showed that teachers’ technological skills and instructional practices were both positively associated with learners’ academic performance. A strong relationship was also evident between teachers’ technological skills and their instructional practices, suggesting that teachers who are more technologically competent tend to apply more effective teaching strategies. Moreover, instructional practices were found to have a greater influence on learners’ academic performance compared to technological skills. The study concludes that while technological competence supports teaching effectiveness, sound instructional practices play a more crucial role in improving learners’ academic outcomes. It is recommended that professional development programs focus on strengthening both pedagogical skills and the meaningful integration of technology in teaching to enhance learners’ academic achievement.