2026 IJRSE – Volume 15 Issue 3
CollabWritive Special Issue
Available Online: 1 June 2026
Author/s:
Candelaria, Jaymar D.
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Abstract:
This study focused on three critical variables: instructional competence, self-efficacy, and technological integration knowledge as the basis for improving faculty plans in the public educational institutions. This study aimed to determine the relationship between instructional competence, self-efficacy, and technological integration knowledge as viral components of a faculty improvement strategy. Employing a descriptive correlational research was used to examine secondary public school teachers’ instructional competence, self-efficacy, and knowledge of technology integration. Data were collected via a questionnaire distributed to 500 teachers in secondary school teachers in the 2nd district of Batangas province. Demographic analysis revealed predominantly female respondents, 31 – 40 years old, with masters degree, and with 6 – 10 years of service experience. Findings indicate strong agreement regarding instructional competence, particularly in personal competencies. Self-efficacy was highly valued, especially in instruction and maintain discipline. Similarly, technological integration knowledge emphasized pedagogical content knowledge. Importantly, there exists a highly significant relationship among public school secondary teachers’ instructional competence, teaching self-efficacy, and technological integration knowledge, highlighting their interconnectedness in driving positive outcomes for faculty improvement. These insights lighten the diversity and experiences of individuals involved in education and offer valuable guidance for enhancing school effectiveness. Additionally, the analysis revealed significant differences among the variables of instructional competence, self-efficacy, and technological integration knowledge, particularly highlighting sex, age, educational attainment, and years in service as influential factors in these dynamics. A faculty improvement plan was proposed for the enhancement of instructional competence, self-efficacy, and technological integration knowledge.
Keywords: instructional competence, self-efficacy, technological integration knowledge
DOI: https://doi.org/10.5861/ijrse.2026.26609
Cite this article:
Candelaria, J. D. (2026). Teachers’ instructional competence, self-efficacy, and technology integration knowledge among secondary school teachers. International Journal of Research Studies in Education, 15(3), 105-117. https://doi.org/10.5861/ijrse.2026.26609