Technology Integration Challenges and Level of Teaching Performance
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 18, Issue 8
Abstract
The major goal of this study is to evaluate the quality of teaching performance of Lugait District teachers and the difficulties they face in integrating technology. A descriptive-correlational research design was adopted for this investigation. 170 teachers from the district of Lugait, Division of Misamis Oriental School Year 2022– 2023, were included as respondents in this study. Data were gathered using a combination of printed survey forms and Internet survey forms. Due to the participants' variety in age, the majority of the teachers were in their 30s and 40s, and the majority of the responders were married. The bulk of the teachers were relatively new to the profession, according to years of teaching experience, and the majority of them earned monthly net salaries that are within the Philippine middle class. Technology integration into the classroom presented difficulties for teachers. The inability to effectively integrate technology into their teaching was hampered by the lack of executive, infrastructure, instructional, and teacher support. The research revealed that although teachers had a positive attitude toward incorporating technology into their classrooms, they still had executive, infrastructure, and instructional obstacles that needed to be resolved by giving them access to the right tools, support, and training. Financial limitations prevented teachers from subscribing to educational websites or purchasing the consumables and new technology equipment they need. On the other hand, the study's high rate of outstanding performance among teachers demonstrated that they were typically functioning well in all aspects of their roles as educators, including the use of technology in the classroom. Also, this result led to the predictor that among the socio-economic profile of the respondents, only teaching position significant predictor of teaching performance.
Authors and Affiliations
Joy Alfeche, Carlito Abarquez
Keywords
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- EP ID EP758427
- DOI doi: 10.5281/zenodo.10957837
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