Educational Technology Proficiency and Classroom Integration: A Profile-Based Analysis of Public School Teachers

Abstract

This study assessed the level of educational technology (EdTech) proficiency and its integration into classroom practices among public school teachers in Teachers of San Miguel 1 District", San Miguel, Surigao del Sur. Using a quantitative descriptive research design, the study examined teachers’ profiles in terms of age, gender, position, highest educational attainment, length of service, and EdTech-related training. It further determined the level of EdTech proficiency across four domains: digital literacy, integration of technology into the curriculum, capability to use technology, and enhancement of digital competencies. In addition, the study evaluated the extent of EdTech integration in classroom practices based on Results-Based Performance Management System (RPMS) indicators, including lesson exemplars, technologically enhanced class activities, assessment practices, and student feedback.
Data were gathered through a structured survey questionnaire administered to all teachers in the school using total enumeration sampling. The results revealed that respondents generally demonstrated a proficient level of EdTech competence and integration, with the highest level observed in curriculum integration and lesson exemplars. However, assessment technology integration emerged as the lowest area, indicating a gap in the use of digital tools for evaluating student learning. These findings suggest that while teachers are capable of integrating technology in instruction, there is a need to strengthen their competencies in digital assessment and advanced applications of EdTech.
Based on the findings, an intervention plan (Project i-TEACH) was proposed to enhance teachers’ digital skills, promote continuous professional development, and improve the overall quality of technology integration in teaching. The study highlights the importance of sustained training, mentoring, and institutional support in advancing effective and meaningful use of educational technology.