Assessing the Elementary School Teachers’ Preparedness, Knowledge and Self-Efficacy in the Use of Classroom Technology

The use of classroom technology in basic education has expanded, yet limited understanding remains regarding how teachers’ knowledge, preparedness, and self-efficacy interact in localized elementary school conditions. This paper examined the level of these dimensions and analyzed how they varied across educational attainment and related to one another among elementary school teachers in a public school district in Sulu, Philippines. A descriptive–correlational design was employed involving 100 teachers, using a structured questionnaire. Data were analyzed through weighted mean, analysis of variance, and Pearson correlation. Findings revealed that teachers demonstrated favorable levels of knowledge (M = 4.282), preparedness (M = 3.143), and self-efficacy (M = 4.097). Differences were observed across educational attainment, with higher qualifications associated with stronger levels of competence and confidence. However, correlation results indicated weak relationships among knowledge, preparedness, and self-efficacy, suggesting that these dimensions did not develop as a strongly integrated set. The findings clarified that although teachers possessed adequate technological capability, the interaction among these dimensions remained limited. This indicates the need for more coherent and sustained development approaches that strengthen the alignment of knowledge, preparedness, and self-efficacy to support more effective classroom technology integration.