Digital Competence, Innovation Behavior, Work Engagement and Performance of Teachers

Abstract

This study determined the level of digital competence, innovation behavior, and work engagement in relation to the performance of 197 public high school teachers in one of the Schools Division in the Negros Island Region during the school year 2026–2027. A quantitative descriptive-correlational research design was employed using standardized questionnaires. The findings revealed that teachers' digital competence was rated very high, wherein among the four dimensions, instructional resource development obtained the highest mean while assessment practices obtained the lowest mean, interpreted as a high level. Teachers' innovative behavior was also rated very high. Teachers' work engagement was rated very high, where among the six dimensions, shared values obtained the highest mean and work environment obtained the lowest mean. Teachers' performance was rated as outstanding. The result also revealed that there are significant relationships were found between teachers' digital competence and teaching performance, between teachers' innovative behavior and teaching performance, and between teachers' work engagement and teaching performance.