Technological Proficiency and Instructional Environment Management on the Attitudinal Commitment to E-Learning of Secondary School Teachers

Jocel P. Sumayang, MA1*, James L. Paglinawan, PhD2*, & Cesil Jane C. Sumayang, MA3*
1San Nicolas National High School, Department of Education, Philippines
2Central Mindanao University, Department of Professional Education, Philippines
3 Valencia National High School, Department of Education, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81029

Abstract

This study aimed to determine the influence of Technological Proficiency and Instructional Environment Management on the Attitudinal Commitment to E-Learning of Secondary School Teachers in Don Carlos Districts, Don Carlos, Bukidnon, Division of Bukidnon for the School Year 2025-2026. Three Hundred teachers were randomly chosen as participants in the study. Descriptive – correlational were employed in the study involving mean, correlation, regression analysis to test the goodness of fit of the hypothesis.

The study showed that teacher’s technological proficiency highly observed. Also, instructional environment management was moderately observed. All indicators of technology proficiency and instructional environment management were significantly correlated to the attitudinal commitment to e-learning of secondary school teachers. Teachers who engage in technological proficiency and practice effective instructional environment management tend to have better attitudinal commitment to e-learning. Furthermore, technology integration and innovation in teaching, basic operation skills, discipline and classroom Management, use of educational software and applications were the predictors of the attitudinal commitment to e-learning of secondary school teachers.

Keywords: technological proficiency, instructional environment management, attitudinal commitment to e-learning.

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