Authors : Rose Ann Escorido Mansilao; Remigilda D. Gallardo

Volume/Issue : Volume 9 - 2024, Issue 6 - June

Google Scholar : https://tinyurl.com/54cfvwbm

Scribd : https://tinyurl.com/bdzd4unx

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUN890

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The study evaluated the moderating effect of technological content knowledge on the interaction between attitude towards digital technology and teachers’ classroom supervision competence. In this study, the researcher selected the 200 public elementary school teachers in Marilog District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Partial Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that attitude towards digital technology, teachers’ classroom supervision competence, and technological content knowledge were rated as extensive. Further, partial correlation analysis demonstrated that there is significant relationship between attitude towards digital technology and teachers’ classroom supervision competence when moderated by technological content knowledge. Evidently, hierarchical regression analysis proved that technological content knowledge significantly moderates the interaction between attitude towards digital technology and teachers’ classroom supervision competence. In other words, technological content knowledge is a significant moderator on the attitude towards digital technology and teachers’ classroom supervision competence in Marilog District, Davao City. The study, therefore, was conducted for further utilization of findings through publication in reputable research journal.

Keywords : Educational Management, Attitude towards Digital Technology, Teachers’ Classroom Supervision Competence, Technological Content Knowledge.

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