Teachers’ Technological Competence and Teaching Effectiveness

Teachers' technological competence and teaching effectiveness are critical because they enable educators to provide meaningful, engaging, and high-quality learning experiences in an increasingly digital and dynamic educational environment. This study aimed to determine the relationship between the level of teachers’ technological competence and teaching effectiveness in the Rizal District. The study used a descriptive-correlational research approach and included 108 elementary teachers selected through thorough enumeration.  Data were collected using self-made survey questionnaires with two parts that rated teachers' technology competence and teaching effectiveness on a 5-point Likert scale.  The responses were examined using descriptive statistics to determine variable levels and inferential tests such as Pearson's r and the Kruskal-Wallis test to look for connections and significant differences based on demographics.  Findings revealed that teachers’ technological competence and teaching effectiveness show a relatively strong positive correlation, this relationship is not statistically significant, suggesting that the association may be coincidental or influenced by factors such as response variability or measurement limitations. This finding implies that technological competence alone does not reliably translate into improved teaching performance within the context of the study. Consequently, increasing technology skills will automatically enhance instructional quality; instead, they should adopt a more holistic approach that integrates pedagogical training, classroom management, and meaningful technology use to ensure genuine improvements in teaching effectiveness.