Teachers’ Preparedness in the Use of Information Communication Technology and School’s Licensure Passing Rate

Abstract

Modern-day teaching entails the development of 21st-century skills, which include information and digital literacy, as well as technological skills. All educators face the challenge of keeping abreast of the ever-changing information communication technology and integrating available ICT facilities and tools in teaching. This study was conducted to find the correlation between the teachers’ preparedness, perception, and types of ICT facilities and tools used for instruction and the school’s licensure passing rate. Descriptive, quantitative, and correlational research designs were adopted with the modified questionnaire of Davis et al. (1989) on teachers’ preparedness and perceptions in using ICT, the Technology Acceptance Model Questionnaire (TAMQ) as the main instrument in gathering the needed data. The reliability coefficient of the instrument was established using Cronbach Alpha and yielded indices of 0.84 and 0.99. The questionnaire was administered through Google Form to the 50 teachers in the College of Education at the University of Morong and Antipolo Campus. The study found that female-dominated teachers in the College of Education in the URS are in their early adulthood stage and have been using ICT in teaching for a decade. Most of the teachers have attended one ICT training per year, and teachers are prepared for the use of ICT. An association exists between the teachers’ assessment of available ICT facilities and tools and their perception of the use of ICT. The URS performed well in the Licensure Examination for Teachers. Other findings showed that the younger the teachers, the better their perception of the use of ICT; the younger the teachers, the higher their performance in Licensure Examination for Teachers. It can also be concluded that the more prepared the teachers are, the better their school’s performance in Licensure Examination for Teachers. Likewise, the more prepared the teachers are, the better their perception of the use of ICT in teaching and vice versa. It can also be concluded that the better the teachers’ perception of the use of ICT, the higher the performance in the Licensure Examination for Teachers. The perception of the use of ICT and the performance in the LET is differentiated by age. With this, teachers and administrators must continually support the ICT professional development to keep abreast with the current updates in technology. Preparedness, availability, and perception of the use of ICT must be considered in the school’s overall plan, which eventually translates to better school performance.