Digital technology integration and instructional management practices among junior high school teachers: Implications for professional development

Abstract

Digital technology has become an important part of classroom instruction and teachers’ daily instructional work. However, limited local evidence explains how digital technology integration relates to instructional management practices among junior high school teachers in specific public-school settings. This study examined the extent of digital technology integration and the level of instructional management practices among 30 junior high school teachers at Candanum Integrated School, Cabagan District, Isabela. A quantitative descriptive-correlational design was employed. Data were gathered through a researcher-adapted questionnaire and analyzed using weighted mean and Pearson product-moment correlation. The findings showed a high extent of digital technology integration, with an overall mean of 4.12. The teachers also demonstrated a high level of instructional management practices, with an overall mean of 4.20. A significant positive relationship was found between digital technology integration and instructional management practices (r = 0.62, p < .001). Schools are encouraged to strengthen professional development and technical support to promote purposeful technology integration in instruction.