The Relationship of Instructional Innovation to the Digital Expertise of Teachers Assigned in Marginalized Schools

Abstract

This study explores the relationship between instructional innovation and digital expertise among teachers assigned in marginalized schools. The study was conducted in Don Carlos III District, Don Carlos, Bukidnon with 263 teachers. The instruments patterned to the existing researches and were used with permission. We focused on four key areas of instructional innovation: technology integration in instruction, pedagogical adaptability, creative content delivery, and the collaborative instructional practices. Digital expertise was examined through measures of digital tool proficiency, instructional design using technology, and digital communication and collaboration. The findings revealed that teachers Highly Practiced instructional innovation in all four aspects. Also, teachers exhibit “High Digital Expertise” in three aspects. The correlation analysis revealed a significant relationship with instructional innovation and digital expertise of tenured teachers assigned in marginalized schools. It implies that teachers who practice instructional innovation tend to exhibit better digital tool proficiency, instructional design using technology, and digital communication and collaboration more effectively. A sustained professional development program is recommended that puts emphasis on both instructional innovation and digital competency of tenured teachers in marginalized setting. Collaboration is also encouraged in order to observe and adapt the best practices of other teachers in enhancing learner outcomes.