Technology Integration among Teachers in Basic Education in Relation to Their Teaching Performance and Learners’ Engagement

Abstract

In today's digital era, effective teaching depends on the meaningful integration of technology in classroom practices. This study examined the relationship between technology integration, teachers' teaching performance, and learners' engagement in Basic Education in selected private schools in Ozamiz City during the SY 2025-2026. A descriptive-correlational design was employed. Data were collected from 121 teachers through simple random sampling using validated researcher-made questionnaires and analyzed using mean, standard deviation, and Spearman's rho. Findings revealed that teachers demonstrated a very great extent of technology integration across key domains, while teaching performance was excellent and learners' engagement was very high. Frequency of technology use was significantly related to teaching performance across all domains, while access and support systems were significantly related to assessment practices. Technology integration was also significantly related to cognitive engagement but not to behavioral and emotional engagement. Teaching performance and learner engagement are largely shaped by strong pedagogical practices. School principals may strengthen support systems and professional development, while teachers design interactive, learner-centered activities.