Technology Integration, Teacher Readiness, and School Performance

Abstract

This study examined the relationship among technology integration, teacher readiness, and school performance in public schools in Antique. Specifically, it determined the respondents’ profile in terms of length of service, rank and position, educational attainment, school size, and school location; assessed the extent of technology integration, level of teacher readiness, and level of school performance; identified significant differences when grouped according to profile variables; and determined the relationships among the key variables. A quantitative descriptive-correlational research design was employed involving 200 public school teachers. Data were collected using a structured questionnaire anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and Bandura’s Self-Efficacy Theory, while school performance was measured using the School-Based Management (SBM) Level of Practice Assessment Tool. Statistical tools included frequency, percentage, mean, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho. Findings revealed high technology integration, very high teacher readiness, and high school performance. Significant differences were found based on school location, educational attainment, and school size, while strong positive relationships existed among the variables. The study concludes that teacher readiness and technology integration are critical determinants of school performance. Recommendations include strengthening ICT infrastructure, enhancing professional development, and promoting innovative teaching practices.