Technical Support Availability and Academic Confidence on the Technological Overdependence of Teachers in Central Schools

Abstract

This study determined the effect of technical support availability and academic confidence on the technological overdependence of teachers in central schools in the Division of Bukidnon for the school year 2025–2026. Specifically, it examined the levels of technical support availability, academic confidence, and technological overdependence, as well as the relationships among these variables and the best predictor of technological overdependence. The study employed a descriptive-correlational research design involving 304 teacher-respondents. Data were gathered using a structured questionnaire adapted from established instruments, including the study of Joo et al. (2016) on technostress, the Ohio State Teacher Efficacy Scale by Tschannen-Moran and Woolfolk Hoy (2001), and the technostress model of Tarafdar et al. (2007). Technological overdependence in this study is operationally defined as excessive reliance on digital tools characterized by instructional disruption, pedagogical substitution, anxiety and stress, and diminished adaptability. Data were analyzed using mean, Pearson Product-Moment Correlation, and multiple regression analysis. Findings revealed that both technical support availability and academic confidence were high, while technological overdependence was moderate. Correlation analysis showed that technical support availability has no significant relationship with technological overdependence. In contrast, academic confidence has a significant negative relationship, indicating that higher academic confidence is associated with lower technological overdependence. Regression analysis further revealed that instructional competence is the best predictor of technological overdependence. The study concludes that while technology is essential in instruction, teachers’ academic confidence—particularly instructional competence—reduces their tendency toward technological overdependence. However, due to the correlational nature of the design, causal relationships cannot be established. Future studies incorporating variables such as digital literacy and institutional support are recommended to provide a more comprehensive understanding of technological dependence.