Information and Communication Technology Competence of Public Elementary School Teachers in Urbiz Tondo District, Pangasinan I Division

Abstract

In the digital age, Information and Communications Technology (ICT) plays a crucial role in enhancing teaching and learning. Despite its potential, many public elementary schools face challenges in ICT integration due to limited resources and teacher preparedness. This study aimed to determine the extent of ICT competence among public elementary school teachers in the Urbiztondo District, Pangasinan I, and examine the differences in perceptions between teachers and school heads, as well as the challenges affecting ICT utilization.

A descriptive research design was employed, involving 206 teachers and 18 school heads. Data were collected using structured questionnaires measuring ICT competence across four domains: social and ethical skills, pedagogical skills, professional development, and technological operations. Responses were analyzed using weighted mean to assess competence levels and a t-test to determine significant differences between teacher and school head perceptions. The seriousness of challenges encountered was also evaluated using mean scores.

Results revealed that teachers’ ICT competence ranged from moderate to high across the domains, with the highest scores in pedagogical and professional development competencies. There was no significant difference between teachers’ and school heads’ perceptions of ICT competence (t < 0.05). Key challenges included limited access to digital resources, lack of training, and insufficient technical support, which moderately affected ICT utilization.

The findings suggest that while teachers recognize the value of ICT and demonstrate moderate-to-high competence, external and internal barriers hinder its full integration into teaching practices. Strengthening professional development, improving ICT infrastructure, and providing ongoing support are recommended to enhance the effective use of technology in classrooms.