Perceived Digital Literacy and Technology Integration as Predictors of Teacher Innovative Work Behavior

Abstract

Background: Innovative work behaviour among teachers is increasingly recognised as a critical factor in improving educational quality and responding to the demands of technology-driven learning environments. However, evidence regarding the extent to which teachers’ digital competencies and technology integration practices contribute to innovative work behaviour remains limited, particularly in basic education settings. Aim: This study examined whether perceived digital literacy and technology integration significantly predict teacher innovative work behaviour among public elementary school teachers. Method: A predictive correlational research design was employed involving 202 elementary teachers from 16 public schools in Piedad District, Davao City Division, Philippines, during the 2025–2026 school year. Participants were selected using proportionate stratified random sampling. Data were collected through validated and reliable survey instruments measuring perceived digital literacy, technology integration, and innovative work behaviour. Descriptive statistics, Pearson’s product–moment correlation, and multiple linear regression analyses were utilised to analyse the data. Results: The findings revealed very high levels of perceived digital literacy (M = 3.62), technology integration (M = 3.53), and innovative work behaviour (M = 3.45). Perceived digital literacy demonstrated a significant positive relationship with innovative work behaviour (r = .586, p < .001), while technology integration showed a stronger positive relationship (r = .645, p < .001). Multiple regression analysis indicated that both perceived digital literacy (β = .351, p < .001) and technology integration (β = .522, p < .001) significantly predicted innovative work behaviour. Collectively, the predictors explained 45.5% of the variance in innovative work behaviour (R² = .455, p < .001). Conclusion: Perceived digital literacy and technology integration are significant predictors of teacher innovative work behaviour, partially supporting the Capability–Opportunity–Motivation–Behaviour (COM-B) framework. Strengthening teachers’ digital competencies and technology integration practices may enhance innovation within educational settings.