ICT Preparedness and Instructional Ability of Public Elementary School Teachers in San Narciso District
DOI:
https://doi.org/10.11594/ijmaber.07.10.28Keywords:
Classroom Observation, ICT Preparedness, ICT Competence, ICT Integration, Instructional Ability, Public Elementary School Teachers, San Narciso DistrictAbstract
Teaching is one of the most challenging professions, particularly as knowledge continues to expand and technological advancements require teachers to develop competencies in integrating Information and Communication Technology (ICT) into instruction. This study investigated the ICT preparedness and instructional ability of public elementary school teachers in San Narciso District. Specifically, it examined teachers’ ICT competence and skills, perceptions of ICT use in teaching, and instructional ability based on the Results-Based Performance Management System Classroom Observation Tool (COT-RPMS). It also determined significant differences in ICT preparedness and instructional ability when teachers were grouped according to selected profile variables and examined the relationship between ICT preparedness and instructional ability. A researcher-made survey questionnaire was used to assess ICT preparedness, while the COT-RPMS was used to evaluate instructional ability. The findings revealed that teachers strongly agreed that they were confident in learning new computer skills and that ICT integration contributed to effective classroom management. Teachers also demonstrated a high level of instructional ability, particularly in applying content knowledge within and across curriculum teaching areas. Significant differences in teachers’ perceptions of ICT use were found when grouped according to age and length of service. However, no significant differences in instructional ability were observed across the selected profile variables. Furthermore, competence and skills in Internet applications exhibited a low positive correlation with instructional ability, suggesting a slight positive association between these variables. The study recommends providing adequate and functional ICT resources, strengthening ICT-related training programs, improving Internet connectivity, and sustaining teachers’ ICT competencies.
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