Information and Communication Technology Proficiency Level and Access to Resources: Their Effects on the Performance of Teachers

Education

This study examined the relationship between teachers’ ICT proficiency and access to ICT resources in relation to their teaching performance in selected public elementary schools in Rosario District, Agusan del Sur. Utilizing a descriptive-correlational research design, the study involved 200 teachers selected through universal sampling. Validated and adapted survey questionnaires were used to measure three core variables: teachers’ ICT proficiency (attitudes, knowledge, skills, and utilization), access to ICT resources (availability of infrastructure, technical support and maintenance, and training opportunities), and ICT performance (teaching effectiveness, student engagement, and classroom innovation).Data were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis. Results revealed that teachers generally demonstrated favorable attitudes toward ICT, moderate access to ICT resources, and high levels of teaching performance. A significant positive correlation was found between access to ICT resources and teaching performance, while the relationship between ICT proficiency and performance was not statistically significant. Regression analysis indicated that availability of ICT infrastructure significantly predicted ICT performance, while other components of proficiency and access did not. These findings highlighted the critical role of ICT infrastructure in improving teaching practices. Therefore, school administrators and policymakers were encouraged to prioritize resource allocation and support systems that enhance teachers’ access to ICT tools, which in turn may lead to more innovative, effective, and engaging instruction.

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