Teachers’ Information And Communication Technology (ICT) Skill, Technology Integration And Learners’ Performance

This study examined the levels of teachers’ Information and Communication Technology (ICT) skills, their technology integration practices, and the influence of these factors on learners’ academic performance in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study determined teachers’ ICT competencies and their use of technology in instructional planning, lesson delivery, and assessment, as well as the extent to which these practices are related to learners’ performance. The respondents were 344 teachers actively engaged in instructional duties, selected through total enumeration to ensure comprehensive representation. Data were gathered using a researcher-developed and validated questionnaire that underwent expert review and pilot testing, yielding a high reliability coefficient (Cronbach’s alpha = 0.88). Results showed that teachers demonstrated high levels of ICT skills, particularly in software proficiency and digital literacy. Technology integration practices were likewise rated high, with the use of technology in lesson planning obtaining the highest mean. Learners’ academic performance was also rated high, especially in ICT-facilitated assignments and classroom participation. Correlation analysis revealed significant positive relationships between teachers’ ICT skills and learners’ performance, as well as between technology integration and learners’ performance. These findings indicate that teachers’ ICT competence and effective technology integration play a vital role in enhancing learner engagement and academic achievement. The study recommends sustained professional development, adequate provision of ICT resources, and mentoring programs to further strengthen teachers’ technological capacity and instructional effectiveness.