2024 IJRSE – Volume 13 Issue 8
Available Online: 15 August 2024
Author/s:
Cinense, Johnnefer C.
Department of Education, Quezon District, SDO Nueva Vizcaya, Philippines (johnnefer.cinense001@deped.gov.ph)
Vadil, Carlo F.*
Nueva Vizcaya State University, Philippines (drvadil888@yahoo.com)
Abstract:
This quantitative, descriptive-correlational study explored the relationship between digital citizenship skills and teaching styles among 105 public elementary school teachers in Quezon District, Nueva Vizcaya, during the 2023-2024 academic year. Teachers perceived digital citizenship skills—digital access, communication, literacy, etiquette, health and wellness, and security—were assessed alongside their preferred teaching styles: expert, formal authority, personal model, facilitator, and delegator. Data collection used a validated instrument, and statistical analysis provided insights into the correlations between these variables. Overall, teachers rated their digital citizenship skills as very good, with a grand mean of 3.25. High scores were noted in digital access (3.48), literacy (3.47), and communication (3.45), while health and wellness (3.00) and security (2.63) scored lower. Preferred teaching styles included personal model (3.66) and facilitator (3.67), emphasizing personalized and collaborative methods. Correlation analysis showed a strong positive correlation (r = 0.715) between digital citizenship skills and the facilitator style, suggesting that a collaborative approach enhances digital citizenship. Findings informed a management intervention program to enhance digital citizenship skills and teaching styles in Quezon District.
Keywords: digital citizenship skills, teaching styles, public elementary teachers
DOI: https://doi.org/10.5861/ijrse.2024.24087
Cite this article:
Cinense, J. C., & Vadil, C. F. (2024). Interplay between digital citizenship skills and teaching styles of public elementary school teachers in Quezon district, Nueva Vizcaya. International Journal of Research Studies in Education, 13(8), 101-122. https://doi.org/10.5861/ijrse.2024.24087
* Corresponding Author