Organizational Support and Teaching Engagement on the Technological Proficiency of Teachers

Abstract

This study explored how organizational support and teaching engagement influence the technological proficiency of teachers in District 4 of Quezon, Bukidnon, for SY 2025-2026. Using a descriptive-correlational design, data were collected from 305 public and private elementary and secondary teachers through complete enumeration.
Findings revealed that teachers generally perceive organizational support as strong, as they receive guidance, assistance, and resources from colleagues, supervisors, and their institutions. Teachers also showed high levels of engagement, especially in emotional, cognitive, and social aspects, indicating their active involvement in teaching and interaction with students and peers. Moreover, teachers demonstrated high technological proficiency, particularly in using digital platforms, managing technical tasks, and ensuring information security.
Significant relationships were found between most aspects of organizational support, teaching engagement, and technological proficiency, except for emotional engagement. These findings indicate that support from colleagues, supervisors, and institutions, along with active engagement in teaching, contributes positively to teachers’ ability to use technology effectively. Continuous support and training are recommended to further enhance technological proficiency.