This study examined the relationship between technology integration and pedagogical competence among 103 public secondary Home Economics teachers in Cluster 3, Davao City. Its primary objective was to assess the extent of digital tool use, lesson planning, technical proficiency, and learner-centered applications. Additionally, the research determined how these factors influence three critical pedagogical domains, specifically instructional strategies, classroom management, and assessment practices. A quantitative descriptive-correlational research design was used. Data were collected via a validated five-point Likert scale survey administered to random samples. Statistical analysis included mean scores to describe variables, Pearson's r for relationships, and multiple linear regression to determine the predictive impact of technological indicators on teaching quality. Results indicated a "High " overall level of technological integration and a "Very High " level of pedagogical competence. While teachers excelled in learner-centered applications, a notable gap was identified in their use of advanced online platforms such as Google Classroom. A significant moderate positive correlation was observed between the variables. Regression analysis revealed that all four indicators are significant predictors, with digital tool use identified as the strongest factor. It is recommended that the Department of Education prioritize ICT infrastructure and advanced digital training for educators. Teachers may integrate underutilized online platforms and align technology with curriculum standards. School administrators may establish technical support teams, while future researchers may investigate specific barriers to digital adoption. Teachers may increase their use of online platforms and learning management systems to bridge existing gaps in the variety of tools.
Cyrell Elentorio (Tue,) studied this question.