Information and Communication Technology (ICT) Integration and Its Impact on Teachers’ Performance at Dapitan City National High School, Schools Division of Dapitan City
DOI:
https://doi.org/10.65150/EP-gjefm/V2E11/2026-03Keywords:
Information and Communication Technology, ICT integration, teacher performance, IPCRF, instructional practices, teaching competencies, student engagement, Dapitan City, PhilippinesAbstract
This study aimed to determine the influence of Information and Communication Technology (ICT) integration in teaching on teacher performance at Dapitan City National High School during School Year 2026–2027. The study employed a quantitative descriptive-correlational research design. Data on ICT integration were gathered through a structured questionnaire, while teacher performance was determined using the respondents’ Individual Performance Commitment and Review Form (IPCRF) ratings. The data were analyzed using Average Weighted Value (AWV), Standard Deviation (SD), and Spearman rank-order correlation (Spearman’s rho). Findings revealed that ICT integration was rated Very Extensively Integrated, particularly in Student Engagement and Learning Outcomes, followed by Instructional Practices and Teaching Competencies and Readiness. Teacher performance was generally rated Outstanding, with the majority of respondents obtaining Outstanding ratings and the remaining respondents achieving Very Satisfactory ratings. Furthermore, ICT integration and teacher performance exhibited a low positive but statistically non-significant relationship; therefore, the null hypothesis was not rejected. The study concludes that ICT is very extensively integrated into teaching and that teacher-respondents demonstrate outstanding performance. However, the findings provide insufficient evidence to establish a statistically significant relationship between ICT integration and teacher performance. It is recommended that DepEd officials strengthen ICT-related policies, resources, and professional development programs; school principals provide school-based training and adequate technological and technical support; Master Teachers intensify mentoring and coaching on effective ICT-supported instruction; teachers continuously enhance their technological, pedagogical, and content competencies; and future researchers examine other factors and contexts that would explain variations in ICT integration and teacher performance.
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Copyright (c) 2026 Ronel L. Jamarolin , MAEM, Leo C. Naparota, PhD (Author)
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