Managing Educational Technology Integration and Teachers’ Digital Literacy in Relation to Student Engagement as Perceived by Teachers in Sagada District

Abstract

This study aimed to determine the relationship between the management of educational technology by teachers, the digital literacy of teachers, and student engagement in technology-integrated learning through a descriptive-correlational research design. It was found that student engagement in technology-integrated learning, according to teachers’ perceptions, was characterized by an overall mean score of 2.98 on a four-point rating scale, which was interpreted as “Agree,” and that behavioral engagement (M=3.12) and emotional engagement (M=3.14) were both higher compared to cognitive engagement (M=2.67). There was a significant correlation between the teachers’ perception of the management of educational technology integration and student engagement (r=.30, p<.05), while the digital literacy of teachers had a moderate positive correlation with student engagement (r=.42, p<.05). However, student engagement was assessed through teachers’ perceptions rather than direct student reports or classroom observations, which should be considered when interpreting the findings. Based on the results, a comprehensive intervention plan focusing on professional development, collaborative learning communities, technology support, and continuous monitoring was proposed to strengthen technology integration and student engagement in elementary schools.