Teachers’ Information and Communication Technology Competencies: The Basis for a Competency-based Training Plan

Abstract

Information and Communication Technology (ICT) in education pertains to using information and communication technology to support, enhance, and optimize information delivery. The study sought to ascertain the ICT competencies of elementary teachers in District 2 of the SDO Malolos City. The study employed a descriptive-quantitative method. The standardized questionnaire was adopted from the National ICT Competency Standards for Teachers (NICS), which covered the four domains of the ICT framework in education. Data were analyzed using the mean Kruskal-Wallis Test and the Mann-Whitney U test to determine significant differences between teacher respondents’ profile and their level of National ICT Competency Standards. Results showed that teachers have a high level of competencies in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but an average level in the Professional domain. Likewise, a significant difference was not established in their gender, age, educational attainment, position, number of ICT-related training, and years of using ICT in teaching but found in teachers’ length of service. The findings suggest that teachers must increase their level of competence in the Professional Domain to become more proficient and effective in carrying out their duties and responsibilities. This can be accomplished through seminar workshops on professional growth and development, research, innovation, and collaboration. To maximize their ICT skills, a competency-based training program should be provided in District 2 of SDO City of Malolos schools.