WORKING CONDITION AND ATTITUDE SCALE OF ICT UTILIZATION AS PREDICTORS OF TEACHER COMPETENCE

Teaching

This study investigated the extent to which working conditions and attitudes toward Information and Communication Technology (ICT) predict teacher competence among 344 public school teachers in the Tagum Central District, Division of Tagum City, Philippines. Using a quantitative descriptive-correlational research design, the study examined teachers’ perceptions of working conditions, including leadership and management, teacher cooperation, feedback, progression opportunities, professional development, instructional preparation, discipline, and workload. It also assessed teachers’ attitudes toward ICT in terms of esteem, anxiety, confidence, and general disposition, as well as their competence in promoting educational quality, ensuring quality and capacity, complying with professional standards, and demonstrating teaching proficiency. The findings indicated that teachers generally perceived their working conditions as favorable, particularly in the areas of leadership, collaboration, and opportunities for professional growth. Respondents also exhibited positive attitudes toward ICT utilization, characterized by high levels of confidence and esteem and low levels of anxiety related to technology use. Correlation analysis revealed significant positive relationships between working conditions, attitudes toward ICT, and teacher competence. Furthermore, regression analysis identified progression opportunities, teacher cooperation, and ICT confidence as significant predictors of teacher competence. The results underscore the importance of creating supportive and collaborative school environments while promoting positive attitudes toward technology integration. Effective school leadership, strong collegial relationships, and increased confidence in ICT use contribute significantly to enhancing teacher competence and overall educational quality. The study recommends sustained professional development programs, supportive workplace policies, and guidance and counseling interventions to help teachers manage workload-related stress, strengthen digital competencies, and adapt successfully to the evolving demands of technology-enhanced teaching and learning environments.

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