1Meriel P. Sutacio, 2Roie M. Ubayubay
1,2Cagayan de Oro College-PHINMA, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i05-11Google Scholar Download Pdf
ABSTRACT:
As technology advances, it becomes important in every area of our lives including education. Effective integration of Information and Communication Technology (ICT) in teaching and learning is significant. This study shows the ICT proficiency and quality of teaching among 200 elementary and secondary school teachers in Misamis Oriental during the 2023-2024 school year. The research aimed to describe teacher characteristics, assess their ICT proficiency and teaching quality, determine the relationship between ICT proficiency and teaching quality, and analyze differences in ICT proficiency based on teacher characteristics. The independent variables (ICT proficiency) were adapted from Domelita and Benavides's (2023) study on school heads' ICT proficiency using a researcher-created questionnaire. Dependent variables (teaching quality) were adapted from the classroom-Practice-Guide-3rd-edition-2020, also using a researcher-created questionnaire. Employing a descriptive correlational method with stratified sampling, the study analyzed data using descriptive statistics (percentage, frequency, mean, standard deviation) and Pearson Product Moment Correlation (r) to explore the relationship between ICT proficiency and teaching quality. The study found that most respondents were Teacher II with 6–10 years of experience, holding bachelor's degrees, and exhibiting a very positive attitude towards ICT. They demonstrated very high ICT proficiency, particularly with productivity tools, and high teaching quality, especially in intellectual aspects. ICT competency significantly impacted teaching quality beyond basic computer skills, although correlations differed based on teacher characteristics. The study concluded that ICT skills are crucial for improving public school teaching, advocating for comprehensive teacher training, and individualized professional development. School heads should provide ongoing support and resources to ensure the effective use of online learning platforms.
KEYWORDS:information communication technology, proficiency, quality of teaching
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