Teachers’ Information and Communications Technology Skills, Professional Development, and Teaching Performance

This study examined the relationship between teachers’ information and communications technology (ICT) skills, their engagement in professional development, and teaching performance in the Schools Division of Antique during the School Year 2024–2025. The respondents consisted of 365 teachers selected through stratified random sampling to ensure fair representation across school levels and subject areas. Data were gathered using a structured survey questionnaire that measured teachers’ ICT competencies and professional development participation, while teaching performance was assessed through self-reported instructional practices. Descriptive statistics, Pearson correlation, and multiple regression analyses were used to analyze the data. The results indicated that teachers demonstrated a high level of ICT skills and actively participated in professional development activities . Teaching performance was likewise rated high, particularly in lesson delivery and instructional strategies. Correlation analysis revealed significant positive relationships between ICT skills and teaching performance, as well as between professional development and teaching performance. Regression analysis further showed that ICT skills and professional development significantly predict teaching performance, with ICT skills emerging as the stronger predictor. The findings suggest that teachers’ technological competence and continuous engagement in professional development play a vital role in enhancing instructional effectiveness. Strengthening ICT training programs and providing sustained professional development opportunities are therefore essential to improving teaching performance and learner outcomes.