Information Communications Technology (ICT) Competencies and its Benefits among Public

Secondary School Teachers in Ajuy

Abstract

In today’s highly competitive and internet savvy world, the use of Information Communications
Technology (ICT) in the teaching and learning process has become one the content of educational
research. However, the ICT competencies of the teachers especially in the Public schools has always
been questioned regardless of the benefits that the former offers. In this study, empirical data were
solicited from 195 Public Secondary School teachers in the Municipality of Ajuy to establish the
relationship between ICT competencies and the benefits that can be derived from these competencies.
Despite, the limitations on the revealed competencies of the respondents, results revealed a strong and
significant relationship between the two correlated variables which means that ICT competencies can
greatly influence the benefits among the respondents. This offers a conclusion that if ICT competencies
are nurtured the benefits can also be optimized.

I. Introduction

1.1 Background of the Study

The world today is highly competitive and dynamic and awaits us with a huge and constant
technological change(Sharma, Gandhar, & Sharma, 2011). Today is the age of information dominated
by digital technology in which developments on many aspects of human life are based on updated
knowledge and information ( Tucci, 2017).

The importance of ICT has been acknowledge by many organizations right from the start of use of
computers and the internet (Bhattacharjee & Deb, 2016). Ghavifekr, Kunjappan , Ramasamy, and
Anthony, ( 2016) noted that schools have recognized the value of computers in education in the 1980s,
and consequently, Wan Zah, Hajar, Azimi, and Hayati (2009) reiterated that several scholars suggest
that ICT will be an important part of education for the next generation.

Vhanabatte and Kamble (2014) also mentioned that the digital technology has influenced all aspects
of human life including education. Ghavifekr, et al . (2016) added that in this digital era, ICT use in the
classroom is important for giving students opportunities to learn and apply the required 21st century
skills.

Mostafa, Hashemi, Sosahabi, and Berahman, ( 2017) said that in most advanced countries, most
investments are made in the area of information processing and ICT as a key instrument and within the
area of education in the learning teaching process. Shariatmadari ( 2012) also commented that among
the 21st century features, one can refer to the impressive development of ICT and the global
information network becoming pervasive due to increased speed and quality in provision of services in
the educational institutions like secondary schools .

Shariatmadari (2012) also stated that the expansion of ICT have rendered in immense development and
dynamism in the area of global education. Marciniak (2015) noted the accounts for all-out efforts by
humans while optimally using of the elements of time, place and facilities within the learning and
teaching process. Abdullahi (2014) added that the instructional and educational processes, particularly
learning-teaching process (Tuyishimire, Nzirayukuri, Ndayisaba, & Niyigena, 2020), have shown
differences on the quality of information transference in the light of modern technologies ( Mostafa, et
al, 2014), which it is impossible to neglect it from the standing of teaching and learning (Ratheeswari,
2018) whether using ICT for an instructor from a complementary facet relating to teaching methods and
easing the transference of concepts or for utilizing it for expanding and developing personal and
professional skills ( Ghavifekr, et al ., 2016).

The use of ICT provides various benefits to both teachers and students. In particular, these benefits are:
access to information and knowledge resources; communication and knowledge sharing; and work
efficiency (Tuyishimire, et al 2020). Also, up‐to‐date technology offers many methods of enhancing
classroom teaching and learning (Ghavifekr et al., 2016). Henderson (2020) argued that new
technologies have the potential to upkeep education across the curriculum and deliver opportunities for
efficient student‐teacher communication in ways not possible before. Tucci (2017) further intruded that
ICT in education has the potential to transform teaching.

Marcial and Fortitch (2015) also emphasized that use of ICT in education promotes positive pedagogical
benefits in teaching and learning and provides significant benefits to the teachers as well as learners
and other stakeholders. These benefits include provision of a qualitative access to education and
cost reduction, self-paced training, knowledge consistency, time and place independence and access
to a global audience ICT also promotes effective sustainable strategy changes in attitudes, behavior
and values, as well as in the cognitive and perceptual processes. It also increases a student’s
attention, concentration and motivation levels, and its potential to appeal ( Hickey & Whitehouse,
2010; de Sousa, Sevilla-Pavón, & Seiz-Ortiz, 2012).

As a powerful educational tool, ICT can facilitate the transformation of school education (Stevens & Levi,
2013). However, according to Caluza, Verecio, Funcion, Quisumbing, Gotardo, Laurente, Cinco, and
Marmita ( 2017) to make this happen it is vital to bring about the changes to the mind set and culture
among teachers, administrators, parents and students; the way in which the curriculum is designed and
delivered and how students are currently assessed. Salehi and Salehi (2012) arguably emphasized that
problems on use of ICT in education in which(Torres-Gastelú & Kiss, 2017) teachers are expected to
implement changes and among these changes are the need to learn new skills and competencies.
Husain (2010) enumerated these competencies as follows: Technology Operations and Concepts
competencies ; and Pedagogical competencies.

The intensive use of ICT un education have been proven by many authors, however Marcial and Fortich (
2015) reiterated that acquiring ICT competency is the challenged by most teachers. Husain (2011)
also argued that the problems that are mostly encountered by teachers in integrating ICT, are lacking
knowledge, outdated equipment, lack of time and lack of technical competency. Like any other
developing countries harnessing ICT continues be an important challenge to educators in the Philippines
( Caluza, et al., 2017). To show serious commitment to ICT in education, the Philippine Governments had
announced a series of initiatives to apply ICT in teaching and learning aligning it to Millennium
Development Goals and the Education For All movements. A global policy environment for the
directions and nature of interventions towards the achievement of improved access to and quality of
basic education was provided. Other key policy documents have identified the need for ICT reform
within the education sector and these have resulted in more prioritizing from regions, schools and
teachers regarding the incorporation of ICT into the education system ( DEPED, 2012).

More specifically, the Philippines has set the National ICT Competency (NICS) for Teachers to define the
competency outcomes, and the supporting knowledge and skills that are needed to utilized ICT in
performing the job roles related to teaching ( Caluza, et al .2017). The NICS provides the performance
indicators to evaluate the level of knowledge and competence of teacher to apply ICT in the educational
setting( Marcial, 2012). In general, this set of competencies aims to prepare teachers to become users
of various ICTs to help both the students and teachers benefit from the technology. Some of these
competencies are expected to be acquired during the pre-service training while the rest are long-term
competencies that teachers will have to acquire in-service ( DEPED, 2012).

While there are many studies in the assessment of ICT skills and competencies have been conducted in
other countries, there are few of such in the Philippines ( Marcial, 2012); Macial & Fortich, 2015; Caluza,
et al., 2017), and also no literature have proven that there are similar studies conducted especially in the
Municipality of Ajuy, Iloilo , Philippines. Thus, this study was conducted in order to assess the level of ICT
competencies of the Public Secondary School Teachers in the said municipality as well as the benefits of
having acquired the ICT competencies. Herein, results of correlating the two identified variables might
provide basis in enhanced training programs that conforms or even exceed the National ICT
Competency (NICS) requirements for teachers, benefiting the Public Secondary Schools in Ajuy and the
country at large.

1.2 Theoretical Framework of the Study

The emergence of Web 2.0 has paved the way towards the study of ICT and use of digital technologies
in all aspects of human life (Luhamya, Bakkabulindi, & Muyinda. 2017). According to Husain (2010) the
study of ICT has been embedded in a sociocultural approach in education that rejects the view that such
can be studied in isolation. In this accord, it can be generalized that ICT has an important link with
education and as the ICT define thoughts to its role in the learning-teaching process and thus there are
wanting on the study of the nature, appearances benefits and difficulties in relative to ICT n the
learning and teaching process (Tuyishimire, et al 2020). Cha,Park, and Seo, (2020) further argued that
it will be complete that while getting schools and teachers familiar with ICT and instruct them how to
use it and intelligent utilization of this modern tool, single can create the appearance of interactive
learning-teaching process in the process of teaching attractive quantitatively and qualitatively and thus
make it unfixed.

The ICT has succeeded in the context of education especially in the teaching and learning aspects of
which ( Luhamya, 2017). Tuyishimire, et al (2020) stated that looking into instructional and instructive
processes, mostly learning-teaching process, there are gross modifications as regards the quality of
information change in the light of current skills, which it is impossible to neglect it from the upended of
teaching and learning, whether using ICT for an teacher from a balancing surface relating to teaching
methods and easing the transfer of concepts or for developing it for increasing and emerging personal
and competent skills.

Luhamya , et al (2017) reiterated that he integration of ICT in teaching and learning (IITL) brings about
powerful learning environments and helps students to deal with knowledge in active, self-directed and
constructive ways. With these premise, the current investigation can be anchored to three
underpinning theories namely : the Technology Acceptance Model which was developed by Davis in
1989; the Technology-OrganisationEnvironment (TOE) developed by Tornatzky and Fleischer (1990);
and Unified Theory of Acceptance and Use of Technology (UTAUT) developed by Venkatesh, Moris,
Davis and Davis (2003).

Following the citations of these theories were the individual discussions of which that were adapted
and modified from Luhamya, et al (2017).

1.2.1 Technology Acceptance Model

The TAM had identified the actual system use (ASU) as the main variable which was defined by Davis as
an individual’s observable usage of a particular system (e.g. technology). The appropriateness of TAM is
the current study, was explained through the use of other related variables that can be directed by the
ASU such as behavioural intention to use (BIU) a technology, which Davis defined as the degree to
which a person has formulated conscious plans to perform or not to perform some specific future
behaviour, somehow there are still teachers who refuse to use ICT. BIU is in turn, a function of attitude
toward using (ATU) and perceived usefulness (PU) (Lumhaya, 2017) .

ATU is an individual’s positive or negative feeling about performing the target behaviour (Davis, 1989),
while PU is the degree to which a person believes that using a particular system would enhance his or
her job performance and might as well define the person’s ICT competencies (Davis, 1989). In figure 1,
PU is influenced by perceived ease of use (PEU), which Davis defined as the degree to which a person
believes that using a particular technology would be free from effort ( if he or she is competent). Figure
1 further suggests that ATU is determined jointly by PU and PEU. According to Figure 1, TAM theories
that in turn, each of PU and PEU is influenced by external variables (e.g. system characteristics,
development process, and training). However, other explanatory variables notwithstanding, the
proponents of TAM (e.g. Davis, 1989) posit that PU and PEU are the two fundamental determinants of
ASU. They argue that if users find a technology useful (i.e. having PU) and easy to use (i.e. having PEU),
then they develop a positive attitude toward using (ATU) this technology. All these will eventually lead
to the behavioural intention to use (BIU) the technology and finally the actual use of the technology
(ASU).

Figure 1. The Technology Acceptance Model (TAM) Source: Davis et al. (1989) in Luhamya (2017)
1.2.2 Technology-Organisation-Environment Framework

Tornatzky and Fleischer (1990) developed the Technology-OrganisationEnvironment (TOE) framework

shown in Figure 2. The TOE framework (Figure 2) theorizes that technological adoption decision making,
the main variable, is influenced by three principal contexts namely; the technological, organizational and
environmental.

Tornatzky and Fleischer (1990) defined the technological context as the internal and external
technologies that are relevant to the organization and according to them, may include both equipment
as well as processes. Tornatzky and Fleischer observed that adoption of an innovation depends on the
pool of technologies inside and outside an organization as well as the perceived characteristics (e.g.
relative advantage, compatibility, complex, triability, and observability) of the innovation. The
organizational context are the characteristics and resources of the organization such as managerial
support, organizational culture and size, communication processes, and the amount of slack resources
an organization has (Tornatzky & Fleischer, 1990), which can be offered by the Public Schools in
Municipality of Ajuy. The environmental context as Figure 2 suggests, is the setting in which the
organization conducts its business, in which allowed by the Public schools in the Municipality of Ajuy.
According to the TOE framework the environmental context includes the organization itself, market
scope, competitive pressure, technology support infrastructure and regulatory environment among
public schools.

Figure 2 Technology-Organisation-Environment (TOE) framework Source: Tornatzky & Fleischer (1990) in

Lumhaya (2017).

1.2.3 Unified Theory of Acceptance and Use of Technology

Venkatesh, Moris, Davis and Davis (2003) developed the Unified Theory of Acceptance and Use of
Technology (UTAUT) shown in Figure 3. The UTAUT (Figure 3) has use behaviour (UB) as the main
variable, which Venkatesh et al. (2003) defined as the degree to which a person accepts and uses a new
technology. According to Figure 3, UB is a function of behavioral intention (BI) and facilitating conditions
(FC). BI is a measure of the strength of one’s intention to perform a specific behaviour (Davis et al.,
1989), while FC is the degree to which an individual believes that organizational and technical
infrastructure required for the support of the technology exists among Public Schools in the Municipality
of Ajuy (Venkatesh et al., 2003). BI is in turn, as illustrated in Figure 3, determined by performance
expectancy (PE), effort expectancy (EE) and social influence (SI). Venkatesh et al. defined PE as the
degree to which an individual believes that using the technology will help him or her to attain gains in
job performance among public school teachers ; EE as the degree of ease associated with the use of the
technology; and SI as the degree to which an individual perceives that important others believe that he
or she should use the technology.

According to Figure 3, the influence of PE on BI is moderated by gender and age while that of EE on BI is
moderated by gender, age and experience of the individual. Experience is the expertise one has as a
result of using a particular technology. The influence of SI on BI is moderated by gender, age, experience
and voluntariness of use. Voluntariness of use is the degree to which an individual perceives the use of
the technology as being based on free will (Venkatesh et al., 2003). As per Figure 3, the direct influence
of FC on UB is moderated by age and experience of an individual user of the technology in question.

Figure 3. The Unified Theory of Acceptance and Use of Technology (UTAUT) Model Source: Venkatesh et
al. (2003) in Lumhaya (2017).

1.3 Research Aim

This study aims to establish empirical data that determined the relationship between ICT competencies
and its benefits among Public Secondary School Teachers in Ajuy that will eventually become the basis
of the formulation of an enhancement training among teachers.

1.4 Research Questions

In view of the research aim, the following research questions were intruded:
1. What is the profile of the teachers in terms of:

1.1 Gender

1.2 Highest Educational Attainment

1.3 Seminars/ Trainings Attended related to ICT

1.4 Access to the Internet

1.5 Technology Resources

2. What is the level of ICT competencies of the teachers in terms of :

2.1 Technology Operations and Concepts

2.2 Pedagogy

3. What is the extent of benefits that can be derived by the respondents in relation to their ICT
competencies in terms of:

3.1 access to information and knowledge resources,

3.2 communication and knowledge sharing

3.3 work efficiency.

4. Are there significant relationship between ICT competencies and benefits derived by the
respondents from these competencies?

1.5 Hypothesis of the Study

Colorary to research question number 4, the hypothesis below is advanced at 0.05 level of significance:

Ho: There are no significant relationship between the ICT competencies and the benefits derived by the
respondents from the identified competencies.

2. Methodology

The application of ICT in education especially in inducing teaching and learning activities has been
phenomenological and has been the subject of many contemporary researches( Hickey & Whitehouse).
In developing countries like the Philippines, the use of ICT in education has invaded the queries that has
been distinguished not only in the capabilities of the educational institution to implement its use but
also on the teacher’s competencies and skills of such applications as well as the benefits that can be
derived on having ICT competencies ( Marcial , 2012; Marcial & Fortich, 2015; Caluza, et al., 2017).

The current investigation employed descriptive correlational design to establish data that are empirical
in determining the relationship between relationship between the ICT competencies and the benefits
derived by the Public school teachers in the Municipality of Ajuy.

According to Stangor (2011) descriptive correlational designs are appropriate especially in studying a
naturally occurring variables without trying to emphasized the connection between the correlated
variables. Moreover, in view of the use of descriptive design an overview of the current statuses of the
dependent and independent variables were pursued ( Seidlecki,2020), while correlational studies aid to
compare two or more variables , groups, or entities ( Stangor, 2011) like specified in the current
research. The study also employed the quantitative research approach which utilized various statistical
treatments that are appropriate to describe and ascertain the relationship between the variables under
study.

The data were gathered among 198 Public Secondary School Teachers from the Municipality of Ajuy.
Considering this manner in participant selection, it is obvious that the purposive sampling technique was
used. A researcher made survey questionnaire was employed as instrument for data gathering. The
survey questionnaire has three parts: Part 1 elicited the profile of respondents in terms of gender,
highest educational attainment, Seminars/ Trainings Attended related to ICT, Access to the Internet ,
Technology Resources; Part 2, determined the level of competencies of the teachers in terms of
Technology Operations and Concepts and Pedagogy; and Part 3 measured the extent of benefits that
can be derived by the respondents in relation to their ICT competencies in terms of:access to
information and knowledge resources, communication and knowledge sharing, work efficiency.

The level of competencies of the teachers were measured based from the following descriptors: Level 1
(0 conceptual knowledge and applied ICT skills); Level 2 ( basic level of conceptual level and applied ICT
skills); Level 3 ( intermediate conceptual and applied ICT skills) ; Level 4( advanced conceptual and
applied ICT skills); Level 5( expert conceptual and applied ICT skills). For statistical computations: the
following continuum were applied:

Level Scale Description Verbal Interpretation

1 1:00-1.50 0 level and starting the acquire Very Low
the basic knowledge and skills
2 1.51-2.50 basic level Low
3 2.51-3.50 intermediate level Moderate
4 3.51-4.50 advanced level High
5 4.51-5.00 expert level Very High

Meanwhile, the extent of benefits that can be derived by the respondents in relation to their ICT
competencies of the respondents were measured using the following scores, scales, and verbal
interpretations:

Scores Scale Responses Verbal Interpretation

1 1:00-1.50 Strongly Disagree Very Low
2 1.51-2.50 Disagree Low
3 2.51-3.50 Moderately Agree Moderate
4 3.51-4.50 Agree High
5 4.51-5.00 Strongly Agree Very High

To ensure the reliability and internal consistency of the items included, Part 2 and Part 3 of the survey
questionnaire were subjected to Interrater test ( the same test with the same people) . Part 2 obtained
the Cronbach Alpha value of 0.92 and Part 3 obtained the Cronbach Alpha value of 0.94, thus indicate
that the these questionnaires were reliable based from the consistency of the indicator items. The
survey questionnaire were floated online using the referral or snowball technique, which is one of
typology of non probability or purposive sampling (Imdadullah,2015).

The data were then subjected to descriptive and inferential statistical tools. To facilitate the
computations of the data, the Statistical Package for Social Sciences (SPSS) was used. The frequency,
and percentage were used to describe the profile of respondents when grouped according to gender,
highest educational attainment, Seminars/ Trainings Attended related to ICT, individual Access to the
Internet and Technology Resources. The mean was used to measure the level competencies as well as
the extent of benefits that the respondents derived in relation to these competencies. For inferential
statistics, the Spearman’s rho was performed to determine the relationship between the two correlated
variables, considering the respective dimensions of the same. This non parametric statistical tool for
correlation was performed because the conditions for the use of parametric tools such as: the use of
random or probability sampling; the data elicited during the survey were normally distributed; and is the
sample size is > to 30. In the study, non probability sampling was utilized and thus, the first condition
was not complied (Taherdoost,2016). The criteria for rejection and acceptance of the hypothesis was set
on 0.05 level of significance.

3. Discussions and Analysis of Results

3.1 The Profile of the Teachers in terms of: Gender ; Highest Educational Attainment ; Seminars/
Trainings Attended related to ICT ; Access to the Internet ; Technology Resources .

In Table 1, data show that majority( f=131) of 66.15 % of the Public Secondary School Teachers in the
Municipality pf Ajuy and the remaining 33. 85 % ( f=67) of the respondent’s population are male.

The results also reveal that 41.53 % ( f=82) of the respondents already have their masteral units , while
38 .47 % ( f=76) was able to finish similar degree. Meanwhile, data show that only 4.62 % ( f=9) of the
respondents have finished their doctorate degree and 13.85 % ( f= 928) are still pursuing similar degree.
The data show that only 1.53 % ( f=3) teacher has not started to pursue higher or advance degree. The
results imply that pursuing relevant degrees in the pursuit of professional development has become one
of the priorities of the teachers in the Public Schools. They might have thought that pursuing higher
degrees can provide them with necessary skills and knowledge in order to cope with the latest trend in
teaching and learning process, for instance, adopting ICT skills and competencies in the classroom.

Putting this into perspective, it is understood that ICT has conquered the teaching and learning process
especially among schools that offers advanced degrees nowadays, and consequently, most of the
teachers are applying the learned techniques to their respective schools. In this regard, the results offers
a more concise explanation of the three underlying theories that are mentioned in the study such as the
TAM ( Davis, et.al 1989); TOE ( Tornatzky & Fleischer, 1990); and UTAUT ( Ventakesh, et al ., 2003).

Further, results show that majority or 84.62 % ( f=168) of the teachers do not have formal trainings and
seminars related to ICT which means that only 15.38 % ( f= 30) have the undergone ICT trainings and
seminars. These means that the teachers are either not interested, not a priority of the teachers, or the
school administration are not putting emphasis on topics and trainings related to ICT. In this regard, it
can be intruded that the Public schools in the Municipality of Ajuy are not compliant with the
Millennium Development Goals and Education for all Movements initiatives set by the Philippine
Government (DEPED, 2012) which has identified the need to integrate ICT within the education sectors.
Indeed, explained that arguments raised by Marcial and Fortich ( 2015) that the acquisition of ICT
competency is a challenge to most teachers. With the reasons that have been advanced , Husain’s
claims (2011) that the problems that are mostly encountered by teachers in integrating ICT, are
lacking knowledge, outdated equipment, lack of time and lack of technical competency. On the
matters, that concerns resources on the other hand the practical implications can be associated with
what Caluza, et al (2017) had emphasized that such are ICT adoption continues be an important
challenge to educators in the Philippines.

Furthermore, results reveal that majority or 53.85 % ( f= 107) of the internet access among the teachers
are from mobile data , while other access are from Digital Subscriber Line ( DSL) , Wifi Hostpots, and Dial
Ups with respected frequencies of 46(23.07 %),30 ( 15.38 %) , and 15 (7.71 %). This means that the
respondents are capable on various access to the internet. The access to the internet is also directed to
the capability of the institution to provide such access and resources which can be manifested through
individual benefits of the teachers. In light of this matter, the findings in this particular inquiry can be
associated with the arguments raised by Shariatmadari ( 2012). The author said that the impressive
development of ICT is among the 21st century universal features of the global information network
due to increased speed and quality in provision of services in the educational institutions like secondary
schools .

Even furthermore, data show that majority or 61.51 % ( f=122) of the technology resources used by the
respondents is the laptop , followed by tablet ( f=46; 23.07 %); and smartphone and desktop ( f=15;
7.71 %). The results can be implicated on the convenience and of use of the laptop over other devices
such as tablet which has a more complicated operational processes, smart phones which has limited
features and the desktop which offers a lesser convenience because of its size. In the context of this
discussion, the results can be explained by the two underlying variables used in the TAM such as
perceived usefulness (PU) and perceived ease of use (PEU) which was emphasized by Davis, et al (1989)
to affect the other variables such as attitude toward using (ATU), behavioral intension to Use (BIU) , and
Actual System Use (ASU). The three former variables directly explained the number of teachers to use
such devices and the technology as well.

In general, the profile of the respondents seem to has significant influence on their ICT competencies. In
this regard, it can be directly associated with the third theory identified in the study, theUTAUT Model of
Venkatesh et al. (2003). As explained by Lumhaya (2017) the influence of PE on BI is moderated by
gender and age while that of EE on BI is moderated by gender, age and experience of the individual. The
experience of an individual might be affected by other profiles other than age and gender such as
education , trainings and seminars, access to internet, and technology resources among others which
are all specified in the study. The author also emphasized that experience is the expertise one has as a
result of using a particular technology.

Table 1. Profile of Public Secondary School Teachers in the Municipality of Ajuy

Profile Category Frequency Percentage

Entire Group 198 100%
Gender
 Male 67 33.85
Female 131 66.15
Highest Educational Attainment
Bachelor 3 1.53
with units in Master 82 41.53
Master 76 38.47
with Doctoral units 28 13.85
Doctorate 9 4.62
Trainings and Seminars Related to ICT
With Training 30 15.38
Without Training 168 84.62
Access to Internet
Mobile Data 107 53.84
Wifi Hotspots 30 15.38
Dial-Up 15 7.71
DSL ( Digital Subscriber Line) 46 23.07
Technology Resources
Smart Phone 15 7.71
Tablet 46 23.07
Laptop 122 61.51
Desktop 15 7.71

3.2 The level of ICT competencies of the teachers in terms of : Technology Operations and Concepts

and Pedagogy

Table 2 shows that as a whole, the respondents have “ Moderate” level of ICT competencies as
indicated in the obtained mean score of M=3.38 (SD=0.4387). Meanwhile, when rated according to
different dimensions findings indicate “High” level of ICT competency on Technology operations and
concepts and “ Moderate” level on pedagogy as indicated in the respective mean scores of M=3.55
(SD=0.4352) and M=3.21 ( SD=0.4421).

As a whole, the results imply that the respondents possess “Intermediate” level of ICT knowledge, skills,
and competencies . More specifically, it can be intruded that the Public Secondary Schools teachers can
moderately demonstrate knowledge and skills in technology operation and concepts and productivity
of various ICT tools like computers and communication devices as well as application available online or
offline. Also, based from the results, it is expected that the respondents have moderate competencies
related to the use of technology in the components of an instruction process such as: planning and
designing effective learning environments and experiences supported by technology; implementing,
facilitating and monitoring teaching and learning strategies that integrate a range of information and
communication technologies to promote and enhance student learning; and assessing and evaluating
student learning and performances.

The results on “high” level of ICT competencies in terms of Technology operations and concepts among
respondents imply that the Public secondary school teachers in the Municipality of Ajuy have
“advanced” knowledge and skills in these area. More specifically, it was construed that the respondents
demonstrate advanced knowledge and skills in basic computer operation and other information devices,
including basic troubleshooting and maintenance; can appropriately use office and teaching productivity
tools; can thoroughly understand and effectively use the internet and network applications and
resources; as well as demonstrate advanced knowledge and skills in information and data management.

Also, knowing that the respondents have “moderate” level of ICT competencies in terms of pedagogy
imply that the Public secondary school teachers in the Municipality of Ajuy have “ intermediate”
knowledge and skills on application of technology to develop students’ higher order thinking skills and
creativity; provision of performance tasks that require students to locate and analyze information and
use a variety of media to clearly communicate results; conduct of open and flexible learning
environments where technology is used to support a variety of interactions among students,
cooperative learning, and peer instruction; evaluate usage of ICT integration in the teaching-learning
process and use the results to refine the design of learning activities; utilization of computers and other
technologies to collect and communicate information to students, colleagues, parents, and others; and
application of technology to facilitate a variety of appropriate assessment and evaluation strategies
recognizing the diversity of learners.

In general, it can be deduced that the respondents are half way towards achieving expert level of ICT
competencies in which according to Shariatmadari (2012) was due to expansion of ICT and thus
offered a significant growth and change in the education sector all over the world. The results are also
a manifestation of all-out efforts by humans while optimally using of the elements of time, place and
facilities within the learning and teaching process which was emphasized by Marciniak (2015). In
general, the results also agreed with Abdullahi (2014) , Mostafa, et al (2014), and Tuyishimire, et al
(2020) reiterating that the instructional and educational processes, particularly learning-teaching
process exhibited various discrepancies on the quality of information transference due to the use of
ICT in the classrooms.

The results also agree with Marcial and Fortich ( 2015) reiterating that the acquisition of ICT
competency is the challenged by most teachers which is similar to the claims of Husain (2011) who
said that problems that are mostly encountered by teachers in integrating ICT, are lacking
knowledge, outdated equipment, lack of time and lack of technical competency, and with utmost
consideration un able to achieve the ultimate goals towards specialization and expert use of the ICT
software and hardware at the same time.

Table 2 Level of ICT Competencies Among the Public Secondary School Teachers in Municipality of Ajuy

ICT Competencies Mean Verbal Interpretation SD

Technology Operations
and Concepts 3.55 High 0.4352
Pedagogy 3.21 Moderate 0.4421
Overall Mean 3.38 Moderate 0.4387
Note: The level of ICT competencies of teachers are interpreted using the following scale and verbal
interpretation : 1:00-1.50 ( very Low); 1.51-2.50 ( Low) ; 2.51-3.50 ( Moderate); 3.51-4.50 ( High ) ; and
4.51-5.00 ( Very High).
3.3 The extent of benefits that can be derived by the respondents in relation to their ICT competencies
in terms of: access to information and knowledge resources, communication and knowledge sharing;
work efficiency.

In general, data in Table 3 show “ High “ extent of benefits of ICT among the respondents as indicated in
the obtained mean score of M= 4.36 ( SD=0.4056). Also, “ High” extent of benefits of ICT among the
respondent were reflected in terms of access to information as well as work efficiency of the
respondents as indicated in the mean scores which fell within the range of 3.51-4.50 scale. Knowing the
results, it was deduced that the respondents have increased the level of their access to information and
knowledge, probably due to easy access on the internet which holds huge amount of information readily
available for teachers. On the other hand, ICT also makes the work easier making the completion of the
teachers task even faster. However, due to the limited knowledge and skills as well as the challenges
brought by both internal and external factors work efficiency is not fully attained.

In terms of communication and knowledge sharing, the revealed results is “ Very high” as indicated in
the mean score rating of M= 4.66 ( SD=0.4122). This imply that the teachers have benefited and took a
lot of advantages in this area, because of the undeniable capability of ICT in transferring information
through various software applications as well as advanced digital gadgets. This is also very
advantageous to teachers through internet of things.

Table 3 Extent of Benefits to Respondents

Benefits Mean
Access to information and knowledge 4.21 High 0.3527
Communication and Knowledge Sharing 4.66 Very High 0.4122
Work Efficiency 4.22 High 0.4519
Overall Mean 4.36 High 0.4056
Note: The extent of benefits that can be derived by the respondents in relation to their ICT competencies
are interpreted using the following scale and verbal interpretation : 1:00-1.50 ( very Low); 1.51-2.50
( Low) ; 2.51-3.50 ( Moderate); 3.51-4.50 ( High ) ; and 4.51-5.00 ( Very High).

3.4 The significant relationship between ICT competencies and benefits derived by the respondents
the above mentioned competencies.

In Table 4, results show that there is a strong relationship between ICT competencies and the benefits
derived by the respondents in relations to their competencies as indicated in the obtained Spearman’s
rho coefficient of 0.739. Similarly, strong relationships have been found out between the individual
component of ICT competencies like technology operations and concepts and the following benefits :
Access to information and knowledge; Communication and Knowledge Sharing; and Work Efficiency as
indicated in the respective Spearman’s rho coefficients of 0.822, 0.755, and 0.791. Additionally, strong
relationships have been found out between pedagogical competencies and Access to information and
knowledge; Communication and Knowledge Sharing; Work Efficiency based from the respective derived
Spearman’s rho coefficients of 0.812, 0.711, and 0.699.

Moreover, the relationships between and among the above mentioned variables were also found
significant as indicated in the obtained p values of 0.000 which is less than 0.05 alpha. Therefore, with
these evidences, the null hypothesis of no significant relationships between ICT competencies and the
benefits derived by the respondents in relations to their competencies considering all the above
mentioned dimensions were rejected as 0.05 level of significance.

The results imply direct proportionality between the variables, which means that if the ICT
competencies of the respondents are high, the extent of benefits that can be derived by the
respondents are also high. On the other hand, it can also be deduced the high extent of benefits can be
expected if the ICT competencies are high.

In this context, the results of the strong and significant relationship was able to support the claims of
Tuyishimire, et al (2020) . The authors strongly emphasized that use of ICT which actually a
manifestation of their competence provides various benefits to both teachers and students. In the
same manner, such results affirmed the arguments of Ghavifekr et al., (2016) claiming that up‐to‐date
technology offers many methods of enhancing classroom teaching and learning which is actually one of
the expected advantage of ICT transformation. The findings also agreed with the arguments of
Henderson (2020) saying that new technologies have the potential to upkeep education across the
curriculum and deliver opportunities for efficient student‐teacher communication in ways not possible
before. Tucci (2017) also said that application of ICT in education has the potential to transform
teaching.

More specifically, the findings on the strong and significant relationship between ICT competencies and
pedagogical benefits that can be derived by the respondents agree with the prepositions of Marcial and
Fortitch (2015) and thus offers significant benefits to the teachers as well as learners and other
stakeholders. As such, the results of the study approved similar claims of Hickey and Whitehouse,
(2010) and de Sousa, et al (2012).

Table 4. Spearman’s rho results on the relationship between ICT competencies and the benefits
derived by the respondents

Correlated Variables Spearman's rho p value

Coefficient
ICT Competencies Benefits 0.739 0.000
Technology operations and Concepts Access to information and 0.822 0.000
knowledge

Communication and 0.755 0.000

Knowledge Sharing
Work Efficiency 0.791 0.000
Pedagogy Access to information and 0.812 0.000
knowledge
Communication and 0.711 0.000
Knowledge Sharing
Work Efficiency 0.699 0.000
Sig @ < 0.05 alpha

4. Conclusions
The use of ICT in education has manifested a large impact towards the personal and professional life of
the Public Secondary School Teachers in the Municipality of Ajuy, in the Province of Iloilo, Philippines.
In a more thorough analysis, it was conclusive that the respondents’ gender, and other factors that
related to experience such as education, trainings and seminars and access to technology.

It was also conclusive that the respondents are still in the process of advancing their ICT knowledge,
skills, and competencies in terms of operation, concepts, and pedagogy. This means that the teachers
require additional trainings and seminars as well as continues exposure to ICT to reach the target level
of competencies.

ICT has been found to be beneficial to teachers, students, and to the teaching and learning process in
general. However, in order to maximize the these benefits there is a need to optimize the efforts and
initiatives to promote the culture of technology and hence raise the level of ICT competence of the
Public Secondary School teachers in the Municipality of Ajuy and the country at large.

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