Technology Integration And Implementation Of Green Computing Principles Among Secondary Teachers In SDO Calaca City

Abstract

This study examined the relationship between technology integration and the implementation of green computing principles among secondary school teachers in the Schools Division Office of Calaca City. Specifically, it assessed teachers’ degree of technology integration in terms of lesson preparation and delivery, student engagement and activities, assessment and feedback, and communication and collaboration. It also determined their extent of implementation of green computing principles in terms of energy efficiency, resource conservation, and waste reduction. The findings served as the basis for developing enhancement activities to strengthen sustainable technology use in instruction.

A descriptive-correlational quantitative research design was employed. Data were gathered through a structured questionnaire administered to secondary school teachers and were analyzed using composite means and Pearson product-moment correlation coefficient. The analysis described teachers’ technology integration practices, determined the extent of green computing implementation, identified related challenges, and examined the relationship between the two major variables.

Findings revealed that teachers demonstrated a moderate degree of technology integration across all instructional areas, indicating that digital tools were used in teaching but not yet fully maximized for more advanced and transformative instructional practices. The implementation of green computing principles was likewise moderate in terms of energy efficiency and resource conservation, reflecting the presence of routine sustainable practices. However, waste reduction was found to be limited, particularly in relation to formal e-waste disposal and recycling processes.

Correlation analysis showed a statistically significant moderate positive relationship between technology integration and the implementation of green computing principles. This indicates that greater use of technology in instruction is associated with stronger adoption of sustainable computing practices. However, the varying strength of relationships across domains suggests that green computing implementation depends not only on the frequency of technology use but also on how digital tools are structured, managed, and applied in specific instructional contexts.

Teachers also reported challenges related to limited infrastructure, poor internet connectivity, insufficient devices, heavy teaching workload, inadequate training, and limited institutional support. These constraints hinder the consistent implementation of green computing practices despite teachers’ awareness of their importance. Based on the findings, enhancement activities were developed to strengthen teachers’ competencies in advanced technology use, promote structured digital systems, improve waste management practices, and support policy development, training, and infrastructure improvement. The study underscores the need to align technology integration with environmental responsibility to promote sustainable and effective technology use in education.