Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 11 (2025)

Technology Utilization in Teaching and the Work Performance of Junior High School Teachers

Petra D. Dolandolan | John Lennon E. Agatep

Discipline: Education

 

Abstract:

This study investigated the technology utilization in teaching and work performance of Junior High School Teachers in Zambales. The findings of the study revealed that the majority of the teacher-re-spondents are female, in their early adulthood, married, with earned units in MA, Mathematics major, Mathematics teaching load, with adequate years in service, Teacher I, and have attended numerous trainings related to the use of technology. The teacher-respondents perceived the use of ICT in their teaching to be highly utilized. Teachers performed very satisfactorily in their job using ICT in teaching. ICT training attended was found to significantly influence utilization across most dimensions, including planning, monitoring, implementation, productivity, and enrichment. Despite this high uti-lization and Very Satisfactory job performance, the study found no significant relationship between the utilization of ICT in teaching and the overall work performance of teachers, suggesting that high ICT use alone does not predict superior job outcomes. The proposed model plan has been developed to address difficulties in the tech-nology utilization in the teaching of teachers.



References:

  1. Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social sciences, literature and languages, 1(1), 9-16.
  2. Bansa and Asrini (2020). The Use of ICT in Teaching: Lecturers' Perceptions, Obsta-cles, and Expectations. Retrieved: https://iopscience.iop.org/article/10.1088/1742-6596/1464/1/012037.
  3. Coklar, A. N., & Odabasi, H. F. (2009). Educa-tional Technology Standards Scale (ETSS): A study of reliability and validity for Turkish preservice teachers. Journal of Computing in Teacher Education, 25(4), 135–142
  4. Dela Fuente, J. A., & Biñas, L. C. (2020). Teachers' competence in infor-mation and communications technology (ICT) as an educational tool in teaching: An empirical analysis for program inter-vention. Journal of Research in Education, Science and Technology, 5(2), 61-76.
  5. Department of Education. (2013, September 24). Implementing Rules and Regulations (IRR) of Republic Act No. 10533 Other-wise Known as the Enhanced Basic Edu-cation Act of 2013 (DepEd Order No. 43, s. 2013). https://www.deped.gov.ph/2013/09/24/do-43-s-2013-implementing-rules-and-regulations-irr-of-republic-act-no-10533-otherwise-known-as-the-enhanced-basic-education-act-of-2013/
  6. Drossel, K., & Eickelmann, B. (2017). Teachers’ participation in professional develop-ment concerning the implementation of new technologies in class: A latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills. Large-scale Assessments in Educa-tion, 5(1), Article 19. https://doi.org/10.1186/s40536-017-0053-
  7. Elliott, V & Lashley, L. (2020). The effective-ness of Interactive Radio Instruction (IRI) within selected Primary Schools in Re-gion Number Four (4). Social Science Learning Education Journal, 2 (08), August 2017. http://innovativejournal.in/sslej/index.php/sslej
  8. Elmaifi. (2014, February 9). Advantages of using ICT in learning-teaching processes EdTechReview. https://www.edtechreview.in/trends- insights/insights/advantages-of-using-ict-in-learning-teaching-processes/
  9. Ghavifekr, S. & Rosdy, W. (2015). Article International Journal of Research in Education and Scienc e Volume 1, Issue 2, Summer 2015. Retrieved: https://files.eric.ed.gov/fulltext/EJ1105224.pdf
  10. Hilkemeijer, M. (2021). Teaching strategies for the classroom overcome technical is-sues with technology in the classroom. Retrieved June 2021, from https://www.ictesolutions.com.au/blog/teaching-strategies-for-the-classroom-overcome-technical-issues-with-technology-in-the-classroom/
  11. Himalin, H.D & de Guzman, M.F.D. (2020). Strategies and Practices of Higher Educa-tion Institutions (HEIS) on the Integration of Indigenous Peoples Studies/Education in the Curricula. Thesis.
  12. Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innova-tion and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). Lawrence Erlbaum Associates.
  13. Kubat, U. (2018). Identifying the individual differences among students during learn-ing and teaching process by science teachers. Journal of Education and Prac-tice, 9(6), 143–149
  14. Land, S. M., & Hannafin, M. J. (1999). Student-centered learning environments.
  15. McCombes, S. (2019, May 15). Descriptive re-search | Definition, types, methods & ex-amples.
  16. Osamwonyi, E. F. (2016). In-Service Education of Teachers: Overview, problems and the way forward. Journal of Education and Practice, 7(26), 83–87
  17. United Nations Educational, Scientific and Cul-tural Organization. (2018). Information and communication technologies (ICT) (Publication No. 978-92-3-100285-4). https://teachertaskforce.org/sites/default/files/2020-07/ict_framework.pd
  18. Wang, Z. (2014). Specialization of Mathematic Teachers and Professional Development. Re-trieved:https://www.researchgate.net/publica-tion/266648523_Specialization_of_Mathematic_Teachers_and_Professional_Development

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic