Correlation between perception degree and engagement of general education teachers using assistive technology in Mandaue City Central School

This study examined how general education teachers at Mandaue City Central School perceived and used assistive technology throughout the 2025–2026 academic year. A descriptive correlational research design was employed and a standardized survey instrument was administered to thirty (30) teachers selected through total enumeration sampling to measure the demographics, knowledge with assistive technology, level of training, and experiences incorporating technology into instruction. The data were tabulated through the Pearson Product Moment Correlation Coefficient to determine the degree, direction and significance of the relationship. Results showed that all responders were female and generally mid-career instructors, with diverse exposure to kids with disabilities. Despite the fact that many educators reported having little formal experience in assistive technology, they nevertheless expressed favorable opinions about its practicality, utility, and moral soundness. Additionally, teachers showed a high level of engagement by actively integrating assistive technology into their lessons, adapting them, working with colleagues, and promoting student freedom. Correlation study demonstrated a moderate positive and statistically significant association between perception and engagement, showing that more positive attitudes were connected with increased technological use. The findings underscore the need of increasing teacher preparation through structured training, resource provision, and school-level assistance. An action plan to improve access to assistive technology, increase teacher capacity, and encourage long-term integration in inclusive classrooms is included at the conclusion of the study for reference and implementation.