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Title
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THE MEDIATING EFFECT OF TEACHERS’ COLLABORATION
ON THE RELATIONSHIP BETWEEN TECHNOLOGY
INTEGRATION AND MOTIVATION TO STAY
IN THE TEACHING PROFESSION
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Graduate School
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Author(s)
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Dejacto, Ladylou B.
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Affiliation
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Misamis University
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Degree Program
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Doctor of Education major in Educational Management (EdD)
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Contributor
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Baluyos, Genelyn R. - Adviser
Clarin, Analyn S. - Panel Member
Jomuad, Perlito D. - Panel Member
Galindo, Russel P. - Panel Member
Buenavidez, Elsa B.- Panel Member
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Year
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2026
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Abstract
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Technology integration plays a vital role in enhancing teaching effectiveness,
fostering collaboration, and sustaining teachers' motivation and commitment to the
profession. This study combined quantitative and qualitative approaches to provide a
broader understanding of technology integration in teaching. The quantitative study
examined the influence of technology integration on motivation to stay in the teaching
profession, with teacher collaboration as a mediating variable. The study was conducted
among 172 elementary teachers in the first four districts of the Ozamiz City Division,
during the School Year 2025–2026. Using a quantitative, explanatory, correlational design
with mediation analysis, data were collected via validated questionnaires and analyzed
using descriptive statistics, Spearman's Correlation, Regression, and Mediation Analysis.
Results revealed a very great extent of technology integration, and very high levels of
collaboration and motivation to remain in the teaching profession. Significant positive
relationships were found among the variables, with teacher collaboration partially
mediating the relationship between technology integration and motivation to stay in the
teaching profession. The qualitative study explored teachers' successful experiences,
aspirations, practices, and sustainability of technology integration using the Appreciative
Inquiry framework. Fifteen teachers as participants were purposively selected, and data
were gathered through semi-structured interviews and analyzed using thematic analysis
guided by the 4D phases: Discover, Dream, Design, and Destiny. Findings revealed four
key themes: transforming technology-integrated teaching; envisioning dynamic, inclusive,
learner-centered integration; designing innovative, structured technology-enhanced
practices; and sustaining collaborative technology-enhanced teaching. Technology integration is a transformative and evolving practice that enhances learner engagement,
supports innovative instruction, and promotes continuous professional growth. When
supported by teacher collaboration and continuous professional development, it contributes
to improved teaching quality and sustained teacher commitment. School principals may
strengthen these outcomes of technology integration by fostering collaboration, ensuring
access to technological resources, and promoting sustained and purposeful use of
technology in teaching and learning.
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Keywords
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innovative instruction, learner engagement, professional growth, teaching
effectiveness, technology-enhanced practices
