School Preparedness in the Integration of Information and Communication Technology (ICT) as Correlates to K to 12 Teachers Competencies and Teaching Effectiveness in City Schools Division of Puerto Princesa District I
- March 2, 2022
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue II, February 2022 | ISSN 2454–6186
Dr. Carolyn M. Illescas, Dr. David R. Perez
Western Philippines University, Philippines
ABSTRACT
The study was conducted determine the school administrators’ preparedness in the integration of ICT as correlates to K to 12 teachers’ competencies and teaching effectiveness in Puerto Princesa District I.
It was conducted to 12 school administrators and 157 teachers from six public elementary schools in Puerto Princesa District I. Descriptive research design particularly the survey method was used. The researcher-made survey questionnaire was used in data gathering and it was analyzed through descriptive statistics.
The findings revealed that the elementary school administrators’ preparedness in the integration of ICT according to use of technology in the school; providing the technology infrastructure and viable instructional strategy were assessed by administrators and teachers as “somewhat evident” However, both of them assessed the administrators’ role as technology leader as“evident.”
Meanwhile, the administrators were assessed the K to 12 teachers’ competencies in terms of application of technology in the class as “somewhat evident” and teachers assessed themselves as “not evident” with regards to computer literacy administrators and teachers assessed the teachers as “not evident.” However, both of them were “somewhat evident” as to the access to various types of technology.
The study also revealed that administrators and teachers “evident” on the teaching effectiveness of K to 12 teachers in terms of demonstrates skills in the use of technology in teaching and learning and utilization of technology to enhance teaching and learning.
The elementary school administrators’ preparedness in the integration of ICT in terms of use of technology in the school; providing the technology infrastructure and viable instructional strategy influence the teachers’ application of technology in the class.
Accordingly, the elementary school administrators’ preparedness in the integration of ICT as to the use of technology in the school and providing the technology infrastructure do not affect the K to 12 teachers’ competencies in terms of computer literacy. The elementary school administrators’ preparedness in the integration of ICT as to the use of technology in the school and providing the technology infrastructure do not affect the K to 12 teachers’ competencies in terms of access to various types of technology but it was influenced by viable instructional strategy and administrators’ role as technology leader.
The teaching effectiveness of K to 12 teachers in Puerto Princesa District I in terms of demonstrates skills in the use of technology in teaching and learning was affected by the viable instructional strategy and administrators’ role as technology leader but it was not affected by use of technology in the school and providing the technology infrastructure.
Meanwhile, the teaching effectiveness of K to 12 teachers in Puerto Princesa District I in terms of utilization of technology to enhance teaching and learning was affected by providing the technology infrastructure, viable instructional strategy and administrators’ role as technology leader but it was not affected by the use of technology in the school.
Further, the administrators and teachers had similar perceptions as to the preparedness in the integration of ICT, teachers’ competencies and teaching Effectiveness of K to 12 Teachers in Puerto Princesa District.
