LEVEL OF ICT COMPETENCY AMONG BASIC EDUCATION TEACHERS: UNESCO FRAMEWORK

Educational Management

In today's rapidly evolving educational landscape, the integration of Information and Communication Technology (ICT) is not merely an option but a critical necessity. This study investigates the ICT competency levels of elementary school teachers in the Cluster 8 of San Francisco District, Agusan del Sur Division, using the UNESCO ICT Competency Framework for Teachers (ICT CFT). The research profiles respondents based on age, sex, civil status, employment status, years of service, academic rank and position, highest educational qualifications, ICT training, and school size. It evaluates their ICT competency across six dimensions: understanding ICT in education, curriculum and assessment, pedagogy, application of digital skills, organization and administration, and teacher professional learning. Employing a descriptive correlational design, data were gathered from 110 teachers through a validated questionnaire and analyzed using statistical tools such as frequency count, percentage, mean, standard deviation, and Pearson correlation. The findings reveal that most of the respondents are predominantly female, relatively young, highly educated, and committed to professional growth, with a strong emphasis on ICT training and career progression. Specifically, the highest competency was in understanding ICT in education and teacher professional learning. The correlation analysis showed no significant relationship between demographic profiles and ICT competency levels. This underscores the urgent need for continuous professional development, strategic resource allocation, and robust policy support to enhance ICT integration. By providing actionable insights and strategies, this research aims to advance technology-enhanced learning, support the development of a comprehensive Action Plan, and inform professional development programs and policy decisions, ultimately preparing educators and students for future challenges.

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