UNIVERSIDAD DE MANILA

One Mehan Gardens

Manila City, Philippines 1000

INFORMATION AND COMMUNICATION TECHNOLOGY

(ICT) COMPETENCY LEVEL AND TEACHERS’
PERFORMANCE IN THE NEW NORMAL:
AN E-BRIDGE LEARNING
DEVELOPMENT
PLAN

A
Dissertation
Submitted in Partial
Fulfillment of the Requirements
for the Degree Doctor of Philosophy
Major in Educational Policy and Administration

ZOSIMO P. ESTIMA

2021
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TEACHERS’ PERFORMANCE IN THE NEW NORMAL: AN E-BRIDGE LEARNING
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CERTIFICATION

This dissertation entitled “INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) COMPETENCY LEVEL AND TEACHERS’
PERFORMANCE IN THE NEW NORMAL: AN E-BRIDGE LEARNING
DEVELOPMENT PLAN” prepared and submitted by ZOSIMO P. ESTIMA in
partial fulfilment of the requirements for the degree Doctor of Philosophy major in
Educational Policy and Administration has been examined, accepted and is
recommended for Oral Examination.
_________________________
DR. AMALFI B. TABIN, JR.
Adviser

APPROVAL SHEET
Approved by the Committee on Oral Examination on March 20, 2021 with
the grade of _________.

_________________________
DR. RONALD A. HERRERA
Chairman

________________________ _____________________________
DR. PRISCILA L. DOCTOLERO DR. MA. JACQUELINE B. PATARATA
Member Member

_________________________
DR. VIRGINIA I. BERGANIO
Member

Accepted as partial fulfilment of the requirements for the Degree Doctor of

Philosophy major in Educational Policy and Administration.

_________________________
DR. ANTONIO A. TARINGTING

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

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Dean

ACKNOWLEDGMENT

After all the hard work in the completion of this dissertation the researcher

wishes to express his profound acknowledgment to the important persons who

served as instruments in the realization of this endeavor.

The following beloved individuals are the persons who have put together the

pieces into creative research:

DR. AMALFI B. TABIN, JR., his adviser who was very supportive and

most of all, his open-handedness that inspired the researcher to fight and pass

those obstacles in this final phase of his study;

Aside from his adviser, he would like to thank the rest of his research

committee: Dr. RONALD A. HERRERA, Dr. MA. JACQUELINE B.

PATARATA, Dr. PRISCILA L. DOCTOLERO, Dr. VIRGINIA I.

BERGANIO and Dr. ANTONIO A. TARINGTING, for their invaluable

assistance, and encouragement and for sharing their gifts of wisdom for the

completion of this study;

He would also like to extend his sincerest gratitude to Dr. MARGARITO

B. MATERUM, Schools Division Superintendent of Taguig City for allowing him

to conduct his study in Taguig;

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

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The following school principals: MRS. ANNETTE P. CHRISTOBAL of

C.P. Sta. Teresa Elementary School; MR. AURELIO C. ANDUYAN of Bagong

Tanyag Elementary School Annex A; MR. RODEL S. MAGSINO of Bagong

Tanyag Elementary School Annex B; MRS. ERLINDA BUTCON of Bagong

Tanyag Elementary School-Main; MR. LEONARDO A. EBOŇA JR. of North

Daang Hari Elementary School, for their permission and support in conducting

this study and for the priceless support and time of their colleagues who put their

confidence and trust in their work as the respondents of this study;

His principal, DR. GIL M. TEODORO, for giving him the ample time to

finish his dissertation;

Taguig City Mayor, HON. LINO S. CAYETANO for providing assistance

needed for the completion of this dissertation;

The researcher would also like to thank his family: his wife Rosalina for the

love and endless support all throughout his journey; His children Rizza Mae and

Simon Ismael for giving him inspiration and love; and

Above all, the researcher would like to thank the Lord God Almighty, who is

the source of all his wisdom, blessings, strength and enlightenment which enable

him to overcome all of the problems and difficulties he has encountered. To HIM,

he brings back the praises and glory.

To all of them, the researcher is forever grateful!

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DEDICATION

To

The researcher’s most Cherished Ones

Rizza Mae and Simon Ismael

And

Rosalina, his wife for her support that strengthened him

towards the completion of his undertakings

To his brother and sisters, and friends for their

Encouragement and unending support and advice.

This humble

Piece of work is affectionately

dedicated.

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

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ZPE

ABSTRACT

The integration of computer and internet technology into learning

activities within the classroom becomes a necessity in today's digital era.

Teachers must have the flexibility and ability to utilize computers as well as the

internet to develop their professional abilities, especially learning activities,

which are now increasingly directed to independent online learning. More careful

research is required to see and determine the competency in using ICT and the

internet in the teaching and learning. Research has been conducted to learn and

utilize the ability of ICT in different learning areas. This study aimed to obtain

valid data on teachers' ICT competency and teachers' performance in the new

normal; determine the experiences, challenges and recommendations of ICT

coordinators and Master Teachers in virtual teaching and online learning, the

identified experiences, challenges and recommendations of master teachers in

implementing ICT in learning will be used to determine support and strategies

for developing effective virtual learning development plan to be applied and used

by teachers.

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This study applied a mixed method analysis associated with the use of

Google forms in the administration of the questionnaire. The quantitative data

were obtained using a modified researcher made-questionnaires patterned from

CSLP center for study of learning and performance which was validated by three

experts. And for teachers’ performance the questionnaire adopted from the

PPST-RPMS for teachers was used. The qualitative data were based from the

unstructured interview guide questions of Colizzi’s (1978) method of data

analysis to find, understand, describe and depict the experiences, challenges and

recommendations of ICT coordinators and Master teachers, in virtual learning

classroom, as well as reveal emergent themes and their interwoven relationships.

The frequency count and percentage were used to describe and categorize the

profile of the respondents in specific question number 1 in terms of age, sex,

educational attainment, position and length of service and seminars attended on

ICT.

The weighted arithmetic mean was used in the tabulation of the results

from the responses describing the ICT competency level and teachers’

performance. One-way Analysis of Variance (ANOVA) was used to determine

whether there are any statistically significant differences between the means of

two or more independent (unrelated) groups (although you tend to only see it

used when there is a minimum of three, rather than two groups).

The Pearson Product Moment Correlation Coefficient or Pearson r was

used to determine the relationship between the ICT competency of teachers and

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performance. It was stated, when the computed values were lower than the

critical values at .05 level of significance; hence, the hypothesis was rejected.

The recommendations of the participants include redefining of

curriculum, providing support for connectivity, providing clear guidelines,

training, orientation and webinars for teachers, and knowing the needs of pupils

through examining learners’ profile. Technical support should always be

provided to teachers to cope with the new trends in education, redefining

curriculum for one size fits all. Through these discoveries, the researcher

concluded that most of the respondents believed that by upgrading the ICT

competency level of teachers will improve teachers’ performance in virtual or

online learning.

Recommendations reached during interview indicate follow through

recommendations to highly address the need for ICT training, stable internet

connectivity, ICT mentoring and coaching, community partnerships, mental

health counseling program and resilience development which are needed to fill in

the needed gap; and lastly, design a virtual policy program for strengthening ICT

competency level relating to teacher performance.

The experiences, challenges, recommendations of participants highlighted

the following: Address the problems on adopting new trends of learning, discover

new things, Internet problems, exploring instructions, the Impact of ICT,

usefulness of ICT, make use of Apps, give ease and comfort on the ICT Apps are

not user-friendly competency level of teachers, address the problems on proper

assessment, student attendance, platform used, internet connectivity, risk of

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

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seasoned teachers in ICT; Follow through recommendations to highly address on

ICT Training, stable Internet connectivity, ICT mentoring and coaching,

community partnerships, mental health counseling program and resilience

development; must be given the immediate actions and proper interventions for

strengthening ICT competency level relating to teacher performance.

A designed program is necessary to address these problems experienced and

encountered during this new normal of no face-to-face classroom for learning. A

program designed for teachers’ professional development entitled E- Bridging the

Gap in Education (E-BridGE), the proposed Enhance Policy Program will assist

ICT competency level and teacher performance from competent to highly

competent. This program is designed to bridge the gap and up skilled teachers,

literacy in ICT as used for medium of instruction in the new normal. This will

help improve education re-align the intended curriculum (what teachers and

learners actually do), and the attained curriculum (what students actually learn).

The integration of ICT will fill in the gap on the competency needed for teachers,

their linkages to teaching, learning, and assessment (international Bureau of

Education (IBE UNESCO 2020.)

Keywords: Information and Communication Technology, Competency Level,

Teachers’ Performance, New Normal, E-BridGE

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION

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TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgment iii
Dedication v
Abstract vi
Table of Contents x
List of Tables xiii
List of Figures xv
List of Appendices xvi

Chapter

1. INTRODUCTION
Background of the Study 5
Statement of the Problem 7
Hypotheses 9
Assumptions 9

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Significance of the Study 10

Scope and Limitation of the Study 13

2. THEORETICAL FRAMEWORK
ICT Competency Level 16
Teachers’ Performance 28
Experiences, challenges and recommendations on the level of ICT
competency and performance 42
E-BridGE Learning Development Plan 45
Synthesis 48
Theoretical Foundation 51
Conceptual Framework 52
Definition of Terms 56

3. METHODOLOGY
Research Design 62
Research Locale 63

Respondents of the Study 65

Research Instrument 66
Tool Validation and Reliability 69
Data Gathering Procedures 70
Ethics Protocol 72
Statistical Treatment of Data 73
Data Analysis 75

4. RESULTS AND DISCUSSIONS

Sub-Problem 1 Demographic profile of the respondents 77
Sub-Problem 2 Level of ICT Competency of Teacher- 85
Respondents

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Sub-Problem 3 Performance of teacher-Respondents 98

Sub-Problem 4 Significant difference on the teachers’ ICT 111
Competency level and teachers’ performance
When grouped according to profile

Sub-Problem 5 Significant relationship between the teachers’ 114

ICT competency level and teachers’ Performance
Sub-Problem 6 Experiences, challenges, and recommendations
of the participants based on the variables 116
sub-problem 7 Proposed Virtual Learning Development Plan 135

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings 141
Conclusions 147
Recommendations 149
References 153
Appendices 160
Curriculum Vitae 186

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LIST OF TABLES

Table Title Page

1 Teacher – Respondents of Five (5) Participating Schools 66

2 Level of ICT competency of the teacher-respondents

in terms of Pedagogy 86

3 Level of ICT competency of the teacher-respondents

in terms of Data Management 89

4 Level of ICT competency of the teacher-respondents

in terms of ICT social 91

5 Level of ICT competency of the teacher-respondents

in terms of designing and planning 94

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6 Summary Table on the ICT Competency Level

of the Respondents 97

7 Performance of the teacher-respondents in terms

of Content Knowledge and Pedagogy 98

8 Performance of the teacher-respondents in terms

of Learning Environment 100

9 Performance of the teacher-respondents in terms

of Diversity of Learners 102

10 Performance of the teacher-respondents in terms

of Curriculum and Planning 104

11 Performance of the teacher-respondents in terms

of Assessment and Reporting 106

12 Performance of the teacher-respondents in terms

of Personal Growth and Professional Development 108

13 Summary Table on the Overall Mean of the teacher-

respondents in terms of the six Performance Domains 109

14 Significant difference on the teachers’ ICT competency

level when grouped according to their profile 111

15 Significant difference on the teachers’ Performance

when grouped according to their profile 113

16 Significant relationship between the teachers’ ICT competency

level and teachers’ performance 115

17 Experiences of the Participants as to the Variables

of the Study 116

18 Challenges of the Participants as to the Variables

of the Study 125

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19 Recommendations of the Participants as to the Variables

of the Study 132

LIST OF FIGURES

Figure Title Page

1 Paradigm of the Study 55

2 Age Profile of the Teacher-Respondents 77

3 Sex Profile of the Teacher-Respondents 78

4 Civil Status of the Teacher-Respondents 79

5 Length of Service of the Teacher-Respondents 81

6 Position/Designation of the Teacher-Respondents 82

7 Highest Educational Attainment of the 83

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Teacher-Respondents

8 Seminars Attended of the Teacher-Respondents

in ICT 84

LIST OF APPENDICES

Appendix Title Page

A Letter of Permission to Conduct the Study 161

B Letter of Approval to Conduct the Study 162

C Informed Consent Form 163

D Survey Questionnaire 164

E Letter Request to Validate the Instrument 170

F Certification of Validation 171

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G Proposed Virtual Learning Development Plan 174

H Philippine Professional Standard for Teachers 179

UNIVERSIDAD DE MANILA-GRADUATE SCHOOL OF EDUCATION