Instructional Innovation and Emotional Resiliency on the Digital Expertise of Tenured Teachers Assigned in Marginalized Schools

Randy M. Magsalos, MAED1* & James L. Paglinawan, PhD.2
1Department Education, San Nicolas National High School, Don Carlos, Bukidnon
2Department of Professional Education, Central Mindanao University, Maramag, Bukidnon
DOI – http://doi.org/10.37502/IJSMR.2025.81012

Abstract

This study explores how instructional innovation and emotional resiliency among tenured teachers in marginalized schools impact digital expertise. The research was conducted in Don Carlos District III, Don Carlos, Bukidnon for the school year 2025-2026. The study employed statistical methods like mean to describe the level of instructional innovation, emotional resiliency, and digital expertise of tenured teachers. Also, regression modelling was used to identify the predictors influencing digital expertise. The findings revealed that teachers highly practiced instructional innovation in teaching which reflects integration of new strategies and digital tools in instruction. Also, teachers exhibit high emotional resiliency, which means that they have better adaptation to stress and setbacks. Teachers also displayed high level of digital expertise which enables them to create more interactive and engaging activities for learners. The predictor variables in digital expertise were self-efficacy, emotional awareness and regulation, pedagogical adaptability, and instructional innovation. The Department of Education may implement targeted professional development programs that build self-efficacy, emotional regulation skills, pedagogical adaptability, and instructional innovation. These programs should be customized to teachers’ specific needs, incorporate hands-on and collaborative learning, and provide ongoing support and mentorship.

Keywords: Instructional Innovation, Emotional Resiliency, Digital Expertise, Self-efficacy, Emotional Awareness and Regulation, Pedagogical Adaptability

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