Professional Development and Digital Proficiency on the Instructional Quality of Teachers

Abstract

This study examined the relationship among professional development, digital proficiency, and instructional competence of teachers in response to the increasing demand for quality and technology-integrated education. A quantitative research design employing the descriptive-correlational method was utilized. Data were gathered through standardized scales for professional development (α=0.956), digital proficiency (α=0.989), and instructional competence (α=0.974). Findings revealed that teachers demonstrated a moderate to high level of professional development, digital proficiency, and instructional competence. Moreover, results indicated a significant positive relationship between professional development and instructional competence, as well as between digital proficiency and instructional competence. Additionally, professional development was found to be significantly associated with digital proficiency. The study concludes that both professional development and digital proficiency play crucial roles in enhancing teachers’ instructional competence. It is recommended that school administrators and policymakers design and implement targeted professional development programs that integrate digital skills training to further improve teaching effectiveness.