Perceptions and engagement levels among General Education teachers in the use of Assistive Technology in Mandaue City

This study assessed the Perceptions and Engagement Levels of General Education Teachers in the Use Assistive Technology (AT) at Paknaan Elementary School, Mandaue City, during the 2025-2026 school year. Utilizing a descriptive-correlational design, it surveyed all 30 teachers from voluntary purposive sampling. Survey questionnaires were distributed to get the profile of demographic of respondents for analyzing differences in perceptions of AT use based on personal and professional characteristics. Two validated studies of similar nature were used to measure their perception and engagement levels, and determine the relationship between these variables. Statistical treatment used in the study included frequency and percentage to determine the demographic profile; weighted mean and standard deviation for the level of perception and engagement; and Pearson’s (r) to find the significant relationship between perception and engagement levels. Findings revealed a predominantly female teaching force with varied experience, critically highlighting that majority had no or only limited formal AT training. Despite this, teachers exhibited a positive overall perception, strongly acknowledging AT’s value for diverse learners and identifying training as a key barrier. Their engagement was high, particularly in modifying lesson plans. A significant, moderate positive correlation was found between perception and engagement, leading to the rejection of the null hypothesis. This confirms that more favorable perceptions predict higher engagement in AT use. The study concludes that while teachers are willing and active users of AT, a profound training deficit remains a critical impediment. It is recommended that the proposed Action Plan focusing on capacity-building, resource provision, and fostering a collaborative community of practice be implemented to enhance teacher competence and optimize AT integration for learners with disabilities.