Digital Literacy and Technical Competence: Assessing the Competence and Performance of Senior High School Physical Education Teachers in Online Distance Learning

Abstract

The transition to online distance learning during the COVID-19 pandemic highlighted the importance of teachers' digital literacy and technical competence for effective virtual instruction. This quantitative study investigated the teaching competence and performance of 61 senior high school Physical Education (PE) teachers from Davao City, Philippines in implementing online learning delivery modalities. Data was collected through a structured questionnaire assessing digital literacy, technical competence, and teaching performance based on the Department of Education's standards for content delivery, pedagogy, and assessment. Results showed that respondents generally agreed on possessing digital literacy skills like utilizing ICT for learning and collaborating online (mean=4.06). However, they exhibited moderate technical competence in video editing and navigating learning management systems (mean=3.97). Regarding teaching performance, respondents were highly proficient in content delivery by establishing aligned goals and acknowledging learners' backgrounds (mean=3.28). They were also highly skilled in pedagogy through clear communication and designing advanced learning experiences (mean=3.31) and in assessment by implementing reliable evaluation methods and providing timely feedback (mean=3.29). The study found significant positive correlations between digital literacy and technical competence with teaching performance in pedagogy and assessment, but not content delivery. These findings suggest that while teachers demonstrate strong content knowledge, enhancing their technological skills could improve virtual pedagogy and assessment strategies. Targeted professional development focusing on emerging technologies and integrating them into instruction is recommended.