Digital Competence and School Resources on Instructional Delivery of Technology and Livelihood Education (TLE) Teachers

Abstract

This study aimed to determine the relationship between digital competencies, school resources, and the instructional delivery of Technology and Livelihood Education teachers in the Division of Valencia City during the 2025-2026 school year. The research employed a descriptive-correlational design and collected data from the teaching staff using a survey instrument to assess technical proficiencies and institutional support systems. The findings revealed that teachers possess a high level of digital competency, particularly in using digital resources, although empowering students through digital creativity remained the lowest-scoring domain. School resources were rated as adequate, with Information and Communications Technology equipment being the most sufficient, while physical laboratory infrastructure was identified as the weakest area. Statistical analysis established a strong positive correlation between digital competencies and instructional delivery, alongside a moderate positive relationship regarding school resources. Regression analysis further demonstrated that the ability to evaluate and assess, combined with the availability of functional ICT hardware, served as the primary predictors of teaching success, explaining over sixty percent of the variance in instructional performance. It was concluded that strengthening personal digital proficiency and ensuring targeted resource access are critical for maintaining instructional excellence. The study recommends that the Department of Education prioritize specialized training in digital assessment and modernize physical workshops to bridge the gap between digital theory and practical vocational mastery.