Perceived Competence, Needs, and Challenges of Media and Information Literacy Teachers

This study examined the perceived competence, needs, and challenges of Media and Information Literacy (MIL) teachers in Senior High Schools in the Division of Surigao City using an explanatory sequential mixed-methods design. The quantitative phase involved 25 MIL teachers from 22 secondary schools, while the qualitative phase employed in-depth interviews with purposively selected participants to further explain the quantitative results. Data were gathered through a researcher-made questionnaire based on the Department of Education’s MIL Curriculum Guide and semi-structured interview protocols. Descriptive statistics, weighted mean, one-way ANOVA, regression analysis, and thematic analysis using Braun and Clarke’s framework were utilized in analyzing the data. Findings revealed that the respondents were predominantly female (60%), bachelor’s degree holders (64%), and had limited professional training in MIL, with 84% reporting no attendance in MIL-related seminars or workshops. The overall perceived competence of teachers in MIL was rated as “Competent” (M = 3.92, SD = 1.01). Teachers demonstrated high competence in ethical media use, copyright awareness, digital citizenship, and communication-related competencies. However, lower competency ratings were observed in research-based instruction, future media innovation, and multimedia production skills. Statistical analysis further showed no significant difference in teachers’ competency levels when grouped according to profile variables. Qualitative findings generated themes highlighting structural and infrastructural barriers, pedagogical and curricular constraints, rapid technological changes, and the need for practical and industry-linked professional development. Teachers emphasized inadequate resources, unstable internet connectivity, lack of updated instructional materials, and insufficient formal training as major challenges affecting effective MIL instruction. The integration of quantitative and qualitative findings underscored the urgent need for sustained professional development and institutional support. Based on the findings, a Media and Information Literacy Enhancement Program was proposed to strengthen teachers’ competencies and improve MIL implementation in senior high schools.