• PEPITO, CARLA MAY C.
• OSIAS, NINFA C.

Abstract: In the evolving educational landscape, technology integration is crucial for shaping teaching practices and impacting student outcomes. This study aimed to investigate the teachers' digital proficiency, self-efficacy, and learners' academic achievement in Tagoloan East and West District for the School Year 2022-2023. Specifically focusing on the respondents’ level of digital proficiency, respondents’ level of self-efficacy, learners’ academic achievement, and the relationship between teachers' digital proficiency, self-efficacy, and learners' academic achievement. Using a descriptive-correlational design with an adopted set of survey questionnaires, the study employed mean, standard deviation, and Pearson product-moment correlation to evaluate teachers' digital proficiency, self-efficacy, and the academic achievement of intermediate learners. Respondents showed very high digital proficiency, with Content and Knowledge scoring highest. They also demonstrated a very high level of self-efficacy. Learners achieved satisfactory ratings in English, Math, Science, and Filipino. However, it is interesting to note how good teachers are with technology and how confident they feel did not seem to have a big impact on how well the learners do in their main subjects. This suggested that even though teachers are proficient with technology and students are meeting expectations, it does not necessarily mean that learners will excel academically. In conclusion, teachers' proficiency and self-efficacy had no significant bearing on learners' academic achievement. To enhance teaching, teachers should integrate new technology skills for more engaging lessons and participate in classes to improve online safety measures. Also, teachers are recommended for enhancing Math and Filipino lessons with new materials or tools. Finally, school heads should keep checking progress because given the lack of a clear connection between teachers' digital proficiency and self-efficacy and student achievement, ongoing monitoring and evaluation over time can help identify clear relationships that might emerge gradually, providing deeper insights into the teaching-learning process.

: Digital proficiency, Self-efficacy, academic achievement, educational landscape, Technological Pedagogical Content Knowledge (TPACK)

"DIGITAL PROFICIENCY AND SELF-EFFICACY OF TEACHERS AND LEARNERS’ ACADEMIC ACHIEVEMENT IN TAGOLOAN, MISAMIS ORIENTAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 6, page no.b426-b440, June-2024, Available :http://www.jetir.org/papers/JETIR2406151.pdf

"DIGITAL PROFICIENCY AND SELF-EFFICACY OF TEACHERS AND LEARNERS’ ACADEMIC ACHIEVEMENT IN TAGOLOAN, MISAMIS ORIENTAL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 6, page no. ppb426-b440, June-2024, Available at : http://www.jetir.org/papers/JETIR2406151.pdf