Teachers` Information and Communication Technology (ICT) Competence and Perception towards Effective Teaching

This study assessed the Information and Communication Technology (ICT) skills and perceptions of teachers in the Higher Education Institutions (HEIs) of the Province of Abra offering Teacher Education Programs during the school year 2024–2025. It examined the profile of the respondents and their levels of competence across six ICT domains along ICT Basic, Word Processing, Spreadsheets, Presentation, Information Communication, and Computer Ethics and Security. Utilizing descriptive research design, a survey questionnaire was used to gather data from the 74 full-time teachers. The data gathering instrument was adopted from Regañon (2024) and Dela Fuente and Biñas (2020). The data gathered were analyzed using frequency, percentage, weighted mean, t-test, and ANOVA. Findings revealed that the respondents are predominantly affiliated with public HEIs largely composed of seasoned teachers and belong to Generation X. In terms of ICT competence, teachers show proficient competency in ICT basics, word processing, computer ethics and security and information and communication, and advanced competency in spreadsheet and presentation. While they demonstrate proficiency in operating a computer, technical gaps were identified in troubleshooting and creating formulas in spreadsheets. The perception of ICT integration was found to be positive as it enables students to be more engaged in learning, improves the quality of teaching, and enhance teaching with more updated materials. No significant difference was found in ICT skills based on type of institution (p = 0.72), however, significant differences exist as to the years of service (p = 0.01) and generation (p = 0.02). The ICT competence of teachers and their positive perception of the ICT integration is necessary in this evolving digital landscape in education. Hence, the provision of ICT development should be ensured across different ICT domains to keep teacher more competent and responsive to the needs and demand of 21st century learners as emphasized in the TPACK framework.

Information, Communication, Technology

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