Exploring the technology utilization profile of teachers in inclusive education

This study explored the technology utilization profile of teachers in inclusive education at Tagbilaran City Central Elementary School for the school year 2025–2026, serving as the basis for an action plan to strengthen technology integration. Anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study examined teachers’ demographic characteristics, their degree of technology utilization across the constructs of performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention/use behavior, as well as the relationship and differences among these variables. A descriptive-correlational research design was employed, utilizing a researcher-adapted questionnaire validated by experts. The total population of 43 teachers participated in the study, and the data were analyzed using frequency counts, weighted mean, Pearson correlation, and ANOVA. Findings revealed that teachers generally demonstrated positive perceptions and moderate to high levels of technology utilization in inclusive education. Performance expectancy, social influence, and facilitating conditions received high agreement, while gaps emerged in diagnosing assistive technologies, troubleshooting, and specialized technology use. Correlation results indicated that demographic variables such as age, sex, educational attainment, and years of experience did not significantly correlate with technology utilization; however, technology training showed a significant positive relationship. ANOVA results further showed significant differences in technology utilization when grouped by age and years of teaching experience. Based on these findings, an action plan was developed focusing on capacity-building, improved access to assistive technologies, strengthened technical support, and enhanced collaboration. The study concludes that continuous professional development and improved facilitating conditions are essential to achieving effective and equitable technology integration in inclusive classrooms.