Sociolinguistic Competence and Communication Technology of Language Teachers in Public Elementary Schools
Florianne G. Miayo
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
Josephine B. Baguio *
Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to determine the relationship between sociolinguistic competence and the use of communication technology among language teachers in public elementary schools in the Mintal District, Division of Davao City. A non-experimental quantitative research design was employed, specifically using a correlational method leading to regression analysis. The respondents were 134 language teachers from the district. Statistical tools used included Weighted Mean, Pearson’s Product-Moment Correlation Coefficient, and Regression Analysis. Findings revealed that both sociolinguistic competence and communication technology usage were at a high level. A significant relationship was found between the two variables, and specific domains of sociolinguistic competence significantly influenced the teachers’ use of communication technology. These results may serve as a basis for school administrators in developing strategic programs that enhance teachers’ professional growth. More broadly, the study underscores the importance of integrating sociolinguistic competence and digital tools to promote effective teaching, foster inclusive learning environments, and improve educational outcomes.
Keywords: Sociolinguistic competence, communication technology, language teachers, Philippines