Assessing Digital Literacy of Public Elementary Teachers: Basis for Initiation of Training

Abstract

This study determined the level of digital literacy of public elementary school teachers in one of the divisions in Negros Island Region during the school year 2025–2026. Using a descriptive quantitative research design, the study involved 202 teachers selected through stratified random sampling. Data were gathered using a standardized questionnaire that assessed teachers’ proficiency in basic computer commands, Microsoft Office applications, Google Apps, and other computer applications. Findings revealed that the respondents generally demonstrated a very high level of digital literacy, particularly in basic computer operations, Microsoft Word, Microsoft Excel, Microsoft PowerPoint, and Google Apps. However, lower proficiency was observed in advanced multimedia and publishing applications. Significant differences in digital literacy were found when teachers were grouped according to age, sex, and highest educational attainment. Likewise, no significant relationships were found between digital literacy of teachers and their profile.