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EDUCATORS’ INFORMATION AND COMMUNICATION

TECHNOLOGY KNOWLEDGE, ATTITUDES, AND USE:
THEIR EFFECT ON
SCHOOL PERFORMANCE
Mary Grace Vergara Lim,EdD
marygrace.lim002@deped.gov.ph
Public School Teacher, Pedro Guevara Memorial National High School, Santa Cruz 4009 Laguna, Philippines
Abstract
The study aimed to determine the level of Department of Education, Division of Laguna secondary school
educators’ information and communication technology (ICT) knowledge, attitudes, and use and its effects on
schools’ performance. The respondents were the sixteen schools and 32 teachers from Laguna SBM Level III public
secondary schools.
The researcher used the descriptive research design to gather the necessary data and information about the
relationship between the independent variable, i.e., teachers’ ICT knowledge, attitude, and use, and the dependent
variable, i.e., the schools’ performance and SBM assessment. The primary data gathering instrument was the survey
questionnaire which the ICT coordinators in the Division of Laguna validated. Statistical data treatments of the
descriptive part were frequency count, mean, and standard deviation, whereas, for the inferential part, the Pearson
product-moment of correlation was used.
The study revealed that the teachers’ ICT knowledge was high based on the five sub-variables - cultural,
cognitive, constructive, communication, and creative. Their ICT attitudes based on three aspects - emotional effect,
personal interest, and subjective satisfaction, as well as their ICT utilization based on four aspects - personal
development, professional development, other educational stakeholders’ aspect, and the aspect of advocacy, were
also high, which conveyed positive.
The schools’ performance based on performance improvement consisting of enrolment increase rate,
promotion rate, and high achievement rate was high. All the
No significant relationship was found between the teachers’ ICT knowledge, attitude, and use and school
performance improvement; therefore, the hypothesis was accepted. Relatively, no significant relationship between
the teachers’ ICT knowledge, attitude, and use and the school performance based on the SBM assessment was
recorded except for the cognitive aspect in ICT knowledge which the hypothesis was partially accepted.

Keywords: ICT, School performance, Attitudes

Introduction
In this 21st century, the term “technology” is a critical issue in many fields, including education. It is a fact
that technology has become the knowledge transfer highway across the world between and among countries. This
heightened awareness of the fundamental role played by these new ‘Information and Communication Technologies
(ICTs) challenged the status quo of educational institutions. Thus, the choice is to embrace its existence and align
educational processes and practices based on the findings afforded by theoretical and empirical studies. Educators
have to consider the importance of ICTs in the process of teaching and learning
Technology integration has gone through innovations and transformed world societies that have changed the way
people think, work, and live. According to Ghavifekr, Afshari and Amla Salleh (2012), this socio-technological
development necessitates schools and other educational institutions to assume tough responsibility since they are
supposed to prepare students to live in “a knowledge society.” Therefore, they need to consider ICT integration in
their curriculum.
Integrating Information, Communication, and Technology (ICT) in education refers to the use of computer-
based communication that incorporates into the daily classroom instructional process. In conjunction with preparing
students for the current digital era, teachers are the key players in using ICT in their daily classroom activities. This
is justified further by Arnseth and Hatlevik (2012), who believed that ICT could provide a dynamic and proactive
teaching-learning environment. While ICT integration aims to improve and increase the quality, accessibility, and
cost-efficiency of the delivery of instruction to students, it also provides benefits from networking across the
learning communities to face the challenges of current globalization. The significance of ICT’s role in education is a
springboard towards serious consideration and urgent action which should be undertaken so that education can
render its students fit the demands of the new millennium.

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ICT integration in education generally means technology-based teaching and learning process closely
related to the utilization of learning technologies in schools. Since students are familiar with technology as they
could learn better within a technology-based environment, the issue of ICT integration in schools, specifically in the
classroom, is vital. This is because technology in education contributes a lot to the pedagogical aspects in which the
application of ICT could lead to effective learning with the help and support of ICT elements and components
(Procter et al., 2013).
It is right to say that almost all ranges of subjects start from mathematics, science, languages, arts and
humanistic and other major fields can be learned more effectively through technology-based tools and equipment. In
addition, ICT provides the help and complementary support for both teachers and students where it involves
effective learning with the help of the computers to serve the purpose of learning aids (Abdullahi & Mukaddas,
2022). These identified advantages in the use of ICT in education call for immediate action. However, as argued
earlier, the process of ICT adoption in education is not a single step but an ongoing and continuous step that fully
supports teaching and learning and information resources. This reminder makes sense to understand better how to
start the step-by-step adoption of ICT course wares. We should first establish where we are in the integration process.
Having that knowledge and familiarity as a starting point, it is easier to plan how to pursue ICT integration in our
educational processes.
The preceding arguments guided the researcher to investigate the educators’ ICT knowledge, attitudes, and
use in the teaching-learning process to determine its impact on the school performance in the Division of Laguna.

Theoretical Framework
The following theories may serve as anchors through which the study is based. Connectivism Learning
theory (2021) was introduced as a learning theory based on the premise that knowledge exists in the world rather
than in an individual's head. It proposes a perspective similar to the activity theory of Vygotsky as it regards
knowledge to exist within systems that are accessed through people participating in activities. It also bears some
similarities with the social learning theory of A. Bandura, which proposes that people learn through contact. The
add-on "a learning theory for the digital age" indicates the special importance given to the effect digital technology
has on how people live, communicate, and learn.
According to Mechlova and Malcek (2012), the central metaphor for learning that denotes one aspect of
connectivism is using a network with nodes and connections. In this metaphor, a node is anything that can be
connected to another node within a network, such as an organization, such as information, data, feelings, and images.
Connectivism sees learning as the process of creating connections and developing a network. Not all connections are
of equal strength in this metaphor. Many connections may be quite weak. The idea of organizations being cognitive
systems where knowledge is distributed across a network of nodes can be traced back to work on perception. This
metaphor is directly borrowed from connectionism, "a paradigm in cognitive sciences that sees mental or behavioral
phenomena as the emergent processes of interconnected networks of simple units." This network metaphor allows
for a notion of "know-where" (the understanding of where to find the knowledge when it is needed) to supplement
the ones of "know-how" and "know-what" that make the cornerstones of many theories of learning. With this
description and processes of connectionism, this theory is not at all new because it is an offshoot taken from the
principles of previously practiced theories like Piaget’s constructivism.
As explained, connectivism is the integration of principles explored by theories of chaos, network,
complexity, and self-organization. Learning is a process that occurs within nebulous environments of shifting core
elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside
outside of ourselves (within an organization or a database) and is focused on connecting specialized information sets
and the connections that enable us to learn more and are more important than our current state of knowing.
Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New
information is continually being acquired. The ability to draw distinctions between important and unimportant
information is vital. The ability to recognize when new information alters the landscape based on yesterday's
decisions is also critical (Mechlova & Malcek (2012). The principles of connective are: 1.) Learning and knowledge
rest in diversity of opinions; 2.) Learning is connecting specialized nodes or information sources; 3.) Learning may
reside in non-human appliances; 4.) The capacity to know more is more critical than currently known; 5.) Nurturing
and maintaining connections are needed to facilitate continual learning; 6.) The ability to see connections between
fields, ideas, and concepts is a core skill; and 7.) Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities.
Accordingly, decision-making is a learning process. Choosing what to learn and the meaning of incoming
information is seen through the lens of a shifting reality. While there is a correct answer now, it may be wrong
tomorrow due to alterations in the information climate affecting the decision. Based on the preceding principles, it is

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evident that 21st-century learners should develop skills needed in life to survive the challenges of the fast-changing
world. Partnership21 (P21, 2014) laid down the framework for learners to develop three skills categories: learning,
literacy, and life skills. Learning skills are the 4Cs which include: Critical thinking- finding solutions to problems;
Creativity- thinking outside the box; Collaboration - working with others; and Communication - Talking to others.
On literacy skills, we have the IMT, which includes: Information literacy- understanding facts, figures, statistics,
and data; Media literacy- understanding the methods and outlets in which information is published; and Technology
literacy - understanding the machines that make the Information Age possible.
As regards the life skills, we have the FLIPS, which are: Flexibility - deviating from plans as needed;
Leadership - motivating a team to accomplish a goal; Initiative-: starting projects, strategies, and plans on one’s own;
Productivity- maintaining efficiency in an age of distractions; and Social skills- meeting and networking with others
for mutual benefit. Educational institutions should address the foregoing skills by setting the learning environment
through the principles of connectivism. Connectivism learning theory (2014) further discusses another feature of
connectivism: addressing the challenges of organizational knowledge and transference. Information flow within an
organization is an important element of organizational effectiveness. In a knowledge economy, the flow of
information is the equivalent of the oil pipe in an industrial economy. A key organizational activity should be
creating, preserving, and utilizing information flow. Knowledge flow can be likened to a river that meanders through
the ecology of an organization.
The river pools in certain areas, and others, it ebbs. The health of the learning ecology of the organization
depends on the effective nurturing of information flow. This feature cannot be observed in behaviorism,
constructivism, and cognitivism. This makes connectivism a new theory known as the ‘digital age theory.’
Social network analysis is an additional element in understanding learning models in a digital era. For example, the
quantum theory of trust” (2011) “explains not just how to recognize the collective cognitive capability of an
organization, but how to cultivate and increase it.” Within social networks, hubs are well-connected where people
can foster and maintain knowledge flow—their interdependence results in effective knowledge flow, enabling the
personal understanding of the state of activities organizationally.
The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which
feeds into organizations and institutions, feeds back into the network, and then continues to provide learning to
individuals. This cycle of knowledge development (personal to network to organization) allows learners to remain
current in their field through the connections they have formed (Mechlova and Malcik, 2012).
Another theory that can be used as the foundation of this study is constructivism. Constructivism is a meta-concept.
It is not just another way of knowing, but a way of thinking about knowing. It is a theory of communication and
suggests that each listener or reader will potentially use the content and process of the communication differently.
There are numerous constructivist learning theories. The common core that unites them is that learning is an active
process, unique to the individual, and consists of constructing conceptual relationships and meaning from
information and experiences already in the learner's repertoire.
John Dewey mentioned the core ideas, so it is not new. Constructivism claims that each learner constructs
knowledge individually and socially. The "glue" that holds the constructs together is meaning. Knowledge is not
"out there," but knowledge is always an interpretation of reality, not a "true" representation of it. Relevance,
curiosity, fun, accomplishment, achievement, external rewards, and other motivators facilitate ease of learning. The
preceding principles are still applicable today; therefore, the constructivist theory is still relevant in organizing the
learning environment in the 21st century. The learning environment can be enhanced by integrating both the
principles of the digital age theory or connectionism by integrating ICT in the teaching-learning process, as well as
linking them by adopting the principles of constructivism to enable learners to construct knowledge and its related
meaning. When teachers possess updated ICT knowledge and positive attitudes towards ICT, they can successfully
build an effective learning environment where learners are productive and happy.

Statement of the Problem

The study aimed to determine the level of secondary school educators’ information and communication
technology (ICT) knowledge, attitudes, and use and its impact on the school performance in the Department of
Education, Division of Laguna. Specifically, it attempted to answer the following research problems:
1. What is the level of ICT knowledge of the teachers with regards to:
1.1 Cultural aspect;
1.2 Cognitive;
1.3 Constructive;
1.4 Communicative; and
1.5 Creative?

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2. What is the level of attitudes towards ICT of the teachers relative to:
2.1 Emotional Effect;
2.2 Personal Interest; and
2.3 Subjective Satisfaction?
3. What is the level extent of use of ICT by the teachers:
3.1 personal development;
3.2 professional development;
3.3 other educational stakeholders; and
3.4 Advocacy?
4. What is the level of school performance in terms of improvement with regards to:
4.1 enrollment increase rate;
4.2 promotion rate; and
4.3 achievement rate?
5. What is the level of School-Based Management Assessment with regards to:
5.1 Leadership and Governance;
5.2 Curriculum and Instruction;
5.3 Continuous Improvement and Accountability; and
5.4 Management of Resources?
6. Do knowledge, attitudes, and ICT use significantly affect the school performance improvement?
7. Do knowledge, attitudes, and ICT use significantly affect School-Based Management Assessment?

Research Methodology
This study used the descriptive–quantitative research method, the most commonly used method in
educational research. This was the preferred method because it is objective data collection, quantifies variables, and
describes phenomena using numbers to characterize them. Saunders et al. (2008) assert that concepts, variables, and
hypotheses are chosen before the study begins and remain fixed throughout the study in a static design. McMillan
and Schumacher (2011) explain that quantitative methodology uses a deductive form of logic where theories and
hypotheses are tested for cause and effect.
Respondents of the Study
The respondents of this study were the ICT coordinators in public high schools and senior high schools in
the Division of Laguna. To determine the population, the researcher will seek the master's list of schools from the
Department of Education (DepEd), Division of Laguna. Due to the bulk number of educators in secondary education
in the Division of Laguna, the researcher consulted the opinion of the university statistician on whether it is
appropriate to apply Sloven’s approach to determining the total respondents for this particular study. So, the
researcher first determined the number of secondary schools in the Division and the number of teachers in a
particular school. Then, from the total number of teachers, Sloven was applied to determine the number of the
sample population in the study. The sample population was then divided into the number of schools to determine the
number of respondents per school without prejudice to whether the school is small or big.
The title of the research “Educators Information and communication technology knowledge, attitudes, and
use: their effect on school performance”. The researcher drafted a request letter addressed to the Schools Division
Superintendent, noted by the researcher’s adviser and endorsed by the Dean of the Graduate School and Applied
Research, Laguna State Polytechnic University, Sta. Cruz, Laguna. Upon securing permission from the DepEd
authorities, the researcher provided a copy for each public school’s District Supervisor in the district. When the
letter was endorsed by the supervisor, the researcher brought the letter to the school principal for assistance. With
the help of the school principal, the research now administered the survey questionnaire to the target respondents.
The data gathering instrument was the survey questionnaire the researcher constructed based on the related
literature survey. The constructed questionnaire underwent validation and reliability test by processing the
questionnaire through Cronbach’s reliability test available in SPSS. The researcher will retain the item if an item
earns a Cronbach’s alpha coefficient of .60 and above. All items whose coefficient was lower than .60 were
discarded. The statement in every item is written in the first person for the study respondents. Part 1 is about the
respondent’s socio-demographic profile, which includes the basic information about the respondents. Part ll of the
questionnaire contains items designed to survey the technology knowledge, attitudes, and utilization of the
respondents in the teaching processes. It was presented to the respondents using the Likert Scale. ,
The researcher used descriptive and inferential statistics to highlight the respondents' technology
knowledge, attitudes, and utilization and its impact on school performance. The descriptive statistics include the
frequency count, standard deviation, and weighted mean. The inferential statistics were done using the Spearman

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rho to determine the impact of technology knowledge, attitudes, and utilization on school performance. Also, the
same inferential statistics were used to determine the relationship between socio-demographic characteristics and the
educators’ ICT knowledge, attitudes, and use.

Results and Discussion

Table 1. Level of ICT Knowledge of the Teacher with regards to the Cultural Aspect
Indicative Statement Mean (x) SD Remarks
When using digital media, I need to protect my 3.97 0.177 SA
privacy and that of others.
I know the legal issues in digital media; thus, I 3.84 0.369 SA
behave lawfully.
I recognize my rights and responsibilities when 3.94 0.246 SA
using digital media.
I think about my online activities and their 3.72 0.457 SA
effect on other people in the wider online
community.
The culture of sharing helps an individual feel 3.47 0.507 SA
connected to a larger global community.
I explore how to take action on issues affecting 3.75 0.440 SA
my personal and professional well–being.
I turn to the internet to understand myself and 3.38 0.554 SA
the world.
Grand Mean 3.72 SA
Legend:
Point Range Remark
4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree

This means that teachers have a high level of knowledge and awareness of the proper behavior and ethical
duties and responsibilities concerning ICT use. As further illustrated in the table, out of 7 indicators, Indicator 1 –
‘When using digital media, I need to protect my privacy and that of others, gained the highest mean (M= 3.97; SD=
0.177); and Indicator 7- ‘I turn to the internet to understand myself and the world’ (M= 3.38; SD= 0.554), though it
registered the lowest mean still the interpretation is ‘high’ level of knowledge. On the other hand, other indicators ea
rned means between (M=3.47; SD= 0.507 to M= 3.94; SD=0.246) all have interpretations of a ‘high’ level of
knowledge.
This finding is a positive indication that the respondents in this study are knowledgeable about ICT, which
is now broadly used in the educational world. This is a clear manifestation that this is supported in the words of
Bhattacharcjee and Deb (2016), who said that teachers, students, administrators, and every people related to
education are popularly using ICT.
Further, the authors reiterated that in modern science and technological society, education demands more
teachers' knowledge regarding ICT and skills to use ICT in the teaching-learning process.
Table 2 summarizes the level of teachers’ ICT knowledge with regard to the cognitive aspect of ICT.
Table 2. Level of ICT Knowledge of the Teacher with regards to the Cognitive Aspect
Indicative Statement Mean(x) SD Remarks
I can quickly turn on and off a computer monitor 3.81 0.397
and printer. SA
I can connect and use a modem. 3.66 0.483 SA
I have explicit knowledge and practice in the 3.75 0.508 SA
maintenance of a computer system.
I have the ability to associate file types with 3.66 0.483 SA
applications.
I know information is stored in a binary numbering 3.53 0.718 SA
system.
I know digital acronyms such as CPU, RAM, and 3.50 0.508 SA
MB.
I recognize common features across digital tools 3.50 0.508 SA
such as navigation, menus, settings, and profiles.

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Grand Mean 3.63 SA

As projected in the above table, the respondents’ ICT knowledge based on the cognitive aspect is reported to
be ‘High’ (M=3.63). This simply means that teacher-respondents have high knowledge and understanding of the
various operating procedures involving the ICT operation.
This is clearly illustrated in the seven indicators under this category, where Indicator 1-‘I can quickly turn on
and off a computer’ gained the highest mean (M=3.81; SD= 0.397), but the rest of the indicators generally registered
means not far from one another (M=3.50; SD= 0.508 to M= 3.74; SD- 0.508). This reveals the cognitive
characteristics of the respondents that they are familiar with and can independently operate the ICT gadgets by
themselves.
According to Vijayalakshmi (2021), the changing digitalized knowledge-based economy anticipates a shift
and transition from teacher-centered instruction to the learner-centered model of instruction. This is desirable to
acquire the new 21st-century knowledge, skills, and attitudes such as communication, critical thinking and Problem
solving, leadership, teamwork, learning to learn skills, etc. So, the role of the teacher will change from knowledge
transmitter to learning facilitator, collaborator, guide, coach, and mentor. In assuming these responsibilities, one
should also be equipped with technological knowledge, skills, and competence to be at par with their techno-savvy
students.
Further, students in the learning process will have greater responsibility for their own learning in this
environment as they search for, discover, create and collaborate and communicate the knowledge with others for
solving problems. Accordingly, the 21st-century teacher must use multimodal content, hands-on training, and personal
and techno-savvy in an interactive, collaborative, and nonlinear teaching method. 21 st-century learners who are more
info-driven get information from various ICT resources. It also enables the use of innovative resources and the
renewal of learning methods, establishing a more active collaboration of students and simultaneous acquisition of
technological knowledge.
Since students are expected to utilize and develop higher-order cognitive skills, which are vital to finding
solutions for complex real-world problems, ICT is regarded as an effective tool for this emerging learning paradigm,
making the learner in the active role of self-directed learning, providing flexibility and interactivity in the teaching and
learning process.
Table 3. Level of Teachers’ ICT Knowledge with regards to the Constructive Aspect
Indicative Statement Mean (x) SD Remarks
I know what it means to construct something in 3.44 0.504 SA
a digital environment.
I am familiar with the existing laws governing 3.28 0.634 SA
digital use and reuse.
I am familiar with copyright law and its 3.81 0.471 SA
application in digital documents.
I am careful in adopting ideas and concepts 3.50 0.508 SA
from digital sources.
I am always sensitive in citing my digital 3.56 0.504 SA
sources.
I uphold the practices related to responsible 3.41 0.499 SA
digital knowledge sourcing.
I uphold the laws covering the digital 3.59 0.499 SA
environment.
Grand Mean 3.51 SA
As illustrated in the above table, the respondents’ ICT knowledge, based on constructive aspect is also
reported to be ‘high’ (M-3.51). This means that the teacher-respondents have knowledge of existing laws governing
the use and reuse of data and all other pertinent policies governing responsible digital knowledge sourcing and the
ethical responsibility and use of the digital environment. The seven indicators under this category registered the
highest mean (M=3.81; SD= 0.471) in Indicator 3 – ‘I am familiar with copyright law and its application in digital
document,’ and the lowest mean in Indicator 2 - ‘I am familiar with the existing laws governing digital use and
reuse’ (M=3.28; SD= 0.634). All other indicators generated means between (M= 3.41; SD 0.499 to M= 3.59; SD=0.
4.99) which are all interpreted as a ‘high level of knowledge.
This finding confirms the belief of the Irish Computer Society (2016), which said that IT security and
identity theft are all areas in which teachers should have good knowledge to be able to help students deal with issues
if they arise and to encourage them to be responsible Web users.

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Table 4. Level of ICT Knowledge of the Teachers with regards to the Communicative
Indicative Statement Mean (x) SD Remarks
I support the proper and responsible ways of 3.75 0.440 SA
communicating in the digital environment.
3.53 0.567 SA
I am familiar with the communication
norms of various online tools.
I know the meaning of identity in digital 3.38 0.554 SA
space.
I understand the meaning of sharing in 3.53 0.507 SA
digital space.
I know the meaning of influence and trust 3.50 0.508 SA
in digital space.
I can communicate with utmost 3.34 0.483 SA
responsibility using digital tools.
I support reliable communication in a 3.50 0.508 SA
digital environment.
Grand Mean 3.50 SA
A preliminary appreciation of the data in the above table reveals that the respondents’ ICT knowledge as
regards communicative aspect is reported as ‘high’ (M=3.50). This means that the respondents believed they were
responsible consumers and providers of digital products and services.
The mean of every indicator supports the preceding report, where Indicator 1 – ‘I support the proper and
responsible ways of communicating the digital environment’ gained the highest mean (M= 3.75; SD = 0.440), and
Indicator 6- ‘I can communicate with utmost responsibility using digital tools’ registered the lowest mean (M=3.34;
Sd= 0.483. Both were described as ‘high level of knowledge. All other indicators generated means between (M=
3.38; SD 0.554 to M= 3.53; SD = 0. 567) which are all interpreted as a ‘high level of knowledge. This finding
reveals that the respondents can handle digital communication with utmost responsibility since they are also aware
of the existing laws governing digital space and environment.
According to the Australian Parenting Website (2021), responsible digital citizenship includes: behaving
lawfully – that is, believing that it’s a crime to hack, steal, illegally download, or cause damage to other people’s
work, identity or property online; protecting your privacy and that of others; recognizing your rights and
responsibilities when using digital media; and thinking about how your online activities affect yourself, other people
you know, and the wider online community.
The initial ideas were further enriched by Ribble (2008; 20011), who categorized the elements of digital
citizenship into three, namely: (a) respect for self and other people, (b) self-education and connecting with other
people, and (c) protecting self and other people. Under the respect for self and others category, there are three
elements: digital access, digital etiquette, and digital law. The second category – self-education and connecting with
other people- has three elements: digital communication, digital literacy, and digital commerce. Lastly, in the third
category on protecting self and others, there are three elements: digital rights and responsibilities, digital security,
and digital health and wellness.
Table 5. Level of ICT Knowledge of the Teachers with regards to the Creative
Indicative Statement Mean (x) SD Remarks
I learn how to do new things in new ways using 3.56 0.504 SA
online tools.
I have a working knowledge of computer 3.44 0.504 SA
terminology.
I enjoy new ways of conceptualizing things in a 3.53 0.507 SA
digital environment.
I convey new ways of doing things through digital 3.56 0.504 SA
tools.
I encourage my students to make new concepts 3.66 0.483 SA
through the imaginative use of the digital
environment.
I learn how to curate digital content to create 3.34 0.545 SA
value for teachers

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I can share new knowledge by using digital 3.59 0.499 SA

technologies.
Grand Mean 3.53 SA
This means that the respondents are knowledgeable in manipulating digital tools and sharing new
knowledge they have learned using ICT technologies.
Initial observation of the seven indicators suggests that Indicator 5 – ‘I encourage my students to make new
concepts through the imaginative use of the digital environment’ (M= 3.66; SD = 0.483) registered the highest mean,
and Indicator 6 -‘I learn how to curate digital content to create value for teachers’ (M= 3.34; SD= 0.545) earned the
lowest mean. Both means were interpreted as ‘high level of knowledge. All other indicators registered (from M-
3.44; SD= 0.504 to M= 3.59; SD = 0.499) were all reported ‘high level of knowledge. This confirms the previous
findings that the teacher–respondents possess a high level of ICT knowledge across the five elements identified in
this study.
The preceding results are supported by Nikolopoulou (2018) who is in the opinion that ICT under
appropriate pedagogical conditions may be one of the most important tools for teachers and students to develop
cognitive, social, and technological skills. Accordingly, the characteristics of digital technologies that allow students
to be creative: interactivity, multiple types/forms of information, range, speed, and automatic functions,
characteristics that allow users to do things that could not be done as effectively or at all, by using other tools
Likewise, ICT tools enable users to make changes, try out alternatives, and keep the traces of the
development of their ideas. Interactivity engages teachers and students-users at different levels, from playing games
that provide feedback on users’ decisions to monitoring and recording the results of an experiment which again
provides immediate and dynamic feedback. Additionally, the speed and automatic functions allow the ICT
operations of storage, transformation, and display of information, so that students can engage in higher cognitive
levels. Recognizing the specific characteristics of digital technologies (ICT tools) allows students and teachers to
decide when and how to use them. One of the key affordances of digital technologies is that content or knowledge
can be created, shared, and discovered much more quickly and easily (Henriksen, Mishra, & Fisser, 2016).

Level of Attitudes towards ICT of the Teachers

In this study, the teachers’ level of attitudes towards ICT refers to the emotional effect, personal interest,
and subjective satisfaction.
Table 6. Teachers’ Level of Attitudes towards ICT relative to the Emotional Effect Aspect
Indicative Statement Mean (x) SD Remarks
I feel comfortable with the idea of the computer as a 3.41 0.499 SA
tool in teaching and learning.
If something goes wrong, I will not know how to fix 3.03 0.933 SA
it.
The idea of using a computer in teaching and 3.13 0.670 SA
learning makes me skeptical.
The use of digital tools increases the quality of the 3.38 0.707 SA
teaching and learning process quality.
Digital tools offer various teaching and learning 3.44 0.504 SA
opportunities.
Digital tools make it easy for me to plan my 3.63 0.492 SA
teaching.
Using digital tools makes teaching easier for 3.50 0.508 SA
teachers.
Grand Mean 3.36 SA

Initial appreciation of the data suggests that the teachers’ ICT attitudes based on emotional effect earned a
mean of 3.36, interpreted as ‘high’, which means that teachers possess positive regard for ICT tools and gadgets and
can manipulate it to help them in their work and personal life.
As further illustrated, Indicator 6 - Digital tools make it easy for me to plan my teaching (M=3.63; SD
0.492) gained the highest mean. This is followed by Indicator 7 - Using digital tools makes teaching easier for
teachers (M= 3.50; SD = 0.508). Which was also reported to register a mean interpreted as high. These claims were
supplemented by Indicator 5 - Digital tools offer various teaching and learning opportunities (M= 3.44; SD= 0.504);
Indicator 1- I feel comfortable with the idea of the computer as a tool in teaching and learning (M= 3.41; SD =
0.499), and Indicator 4- The use of digital tools increases the teaching and learning process quality (M= 3.38; SD –

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0.707) which were equally rated as high. These simply support the fact that the respondents have positive trust in the
use of ICT tools in the teaching and learning process and that it contributes to the increase in students’ achievement.
Despite the fact that Indicator 3- The idea of using a computer in teaching and learning makes me
skeptical. (M= 3.13; SD = 0.670) and Indicator 2. If something goes wrong, I will not know how to fix it M= 3.03;
SD – 0.933) gained a slightly lower means. Still, the overall perspective showed a positive stance. This finding can
be explained by Liu (2011), who conducted an analysis of teachers’ beliefs, attitudes, and practices with ICT among
1139 primary school teachers in Taiwan. The study concludes that although most teachers hold learner-centered
beliefs, the way in which they integrate technology in the classroom diverges from constructivist practices. Likewise,
de Aldama and Pozo (2016) report a positive relationship between constructivist conceptions and the active use of
technology. The authors analyzed teachers’ perceptions of ICT during the teaching process based on the
instructional/constructivist model and concluded that constructivist stances favored using ICT in the classroom. In
the same vein, Sang, Valcke, van Braak and Tondeur (2010) found that teachers who held strong constructivist
pedagogical beliefs and attitudes were more receptive to integrating ICT in the classroom than teachers who did not
hold these beliefs.

Table 7. Teachers’ Level of Attitudes towards ICT relative to the Personal Interest Aspect
Indicative Statement Mean (x) SD Remarks
Using computers in teaching and learning enhances 3.63 0.492 SA
my subject content.
ICT assists students in accessing digital information 3.66 0.483 SA
efficiently and effectively.
ICT tools allow students to discover learning topics. 3.50 0.508 SA
ICT tools help students solve problems and provide 3.38 0.554 SA
solutions to problems encountered in the learning
process.
Knowledge acquisition is more accessible through 3.63 0.492 SA
the use of ICT tools.
ICT support student-centered learning. 3.41 0.499 SA
The digital environment produces a creative 3.38 0.492 SA
learning environment.
Grand Mean 3.51 SA

This finding is supported by the means generated by the seven indicators under this category. It can be
noted that three indicators almost earned the same means. Indicator 2 - ICT assists students in accessing digital
information efficiently and effectively (M= 3.66; SD= 0.483), Indicator 1 - Using computers in teaching and
learning enhances my subject content (M = 3.63; SD = 0.492), and Indicator 5 - Knowledge acquisition is more
accessible through the use of ICT tools (M=3.63; SD=0.492). This finding is teachers’ testimony on their positive
outlook regarding their personal experiences using ICT tools and gadgets.
The preceding data is complemented by the means earned in Indicator 3- ICT tools allow students to
discover learning topics (M=3.50; SD = 0.508), Indicator 6 - ICT supports student-centered learning (M= 3.41; SD=
0.499), Indicator 4 - ICT tools help students solve problems and provide solutions to problems encountered in the
learning process (M=3.38; SD = 0.554), and Indicator 7- Digital environment produces a creative learning
environment (M=3.38; SD = 0.492). In support of this finding, Sanchez et al. (2012) believe that they first establish
its application to understand teachers’ beliefs and attitudes. Donelly (2010) shares a similar idea and highlights how
teaching attitudes play an essential role when teaching curricular content through ICT.
Table 8. Teachers’ Level of Attitudes towards ICT relative to the Subjective Satisfaction Aspect
Indicative Statement Mean (x) SD Remarks
The computer is conducive to student learning 3.38 0.492 SA
because it is easy to use.
The computer helps students learn because it 3.44 0.504 SA
allows them to express their thinking better and
differently.
The computer helps teachers to teach in more 3.47 0.507 SA
effective ways.
The computer is conducive to good teaching 3.38 0.492 SA
habits because it creates a smooth transition
from one topic to the next.

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ICT applications enable students to learn 3.44 0.504 SA

concepts through active engagement with ICT
tools.
ICT tools enable students to determine the 3.47 0.507 SA
quality of learning materials.
Students build new knowledge by selecting, 3.59 0.798 SA
accessing, collecting, and interpreting
information and data using ICT tools.
Grand Mean 3.45 SA
In support of the claim that ICT is beneficial to the teaching-learning process, the respondents reported in
Indicator 7 - Students build new knowledge by selecting, accessing, collecting, and interpreting information and data
using ICT tools (M= 3.59; SD= 0798) the highest mean. The remaining six indicators were rated high, such as
Indicator 3 - The computer helps teachers to teach more effectively (M=3.47; SD= 0.507) and Indicator 6 - ICT
tools enable students to determine the quality of learning materials (M=3.47; SD = 0.507. Other indicators such as
Indicator 2 -The computer helps students learn because it allows them to express their thinking in better ways
(M=3.44; SD= 0.504) and Indicator 5 - 5. ICT applications enable students to learn concepts through active
engagement with ICT tools (M=3.44; SD = 0.504). Both were interpreted as ‘high.’ Though, Indicator 1 – The
computer is conducive to student learning because it is easy to use (M= 3.38; SD = 0.492), and Indicator 4- The
computer is conducive to good teaching habits because it creates a smooth transition from one topic to the next
(M=3.38; Sd = 0.492) generated the lowest means. Still, the interpretation is ‘High’. These findings attest to the
teachers’ satisfaction based on experience with the positive results of using ICT tools and gadgets.
These findings are in consonance with the report of Semerci and Aydin (2018), whose results illustrated
that teachers have a high level of a positive attitude toward ICT use in their classes. Yet, there is no significant
difference between teachers’ ICT willingness based on their gender, age, teaching experience, ICT experience, ICT
skills, and ICT training. The above idea is expounded by Awan (2011) based on his earlier work, which proposed a
Technology Acceptance Model and emphasizes individuals’ psychological tendencies and social influences. It
assumes that people’s actions are mostly rational and that they process the information available to them and act
based on its evaluation. In strengthening and sustaining the current teachers’ knowledge

The extent of Teachers’ ICT Utilization

In this study, the teachers’ extent of ICT use includes personal development, professional development, use
for other educational stakeholders, and advocacy.
Table 9. Teachers’ Extent of ICT use based on Personal Development Aspect
Indicative Statement Mean (x) SD Remarks
I use digital tools to browse/search the internet to 3.53 0.507 SA
prepare my lessons.
I use ICT tools to browse/search the internet to collect 3.63 0.492 SA
resources during lessons.
I use ICT applications to prepare presentations for 3.56 0.504 SA
lessons.
ICT tools expand my academic knowledge through 3.63 0.492 SA
networking and linkages with other teachers and
educators in a broader world.
I can enrich my lesson contents by navigating the net. 3.63 0.492 SA
I can choose better and more appropriate learning 3.63 0.492 SA
tools through digital linkages.
I am better equipped with the latest trends in teaching 3.38 0.492 SA
processes through the use of ICT tools.
Grand Mean 3.57 SA

Table 9 showcases the teachers’ extent of ICT use based on personal development. Preliminary
appreciation of the data in Table 9 showed that teachers’ extent of ICT use based on personal development gained
M= 3.57, which is interpreted as ‘high.’
Considering the seven indicators under this aspect of the inquiry, four indicators registered similar means.
Indicator 2 - I use ICT tools to browse/search the internet to collect resources during lessons (M=3.63; SD=0.492).
Indicator 4- ICT tools expand my academic knowledge through networking and linkages with 5 - I can enrich my
lesson contents by navigating the net (M=3.63; SD = 0. 492), and Indicator 6- I can choose better and appropriate

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learning tools through digital linkages (M= 3.63; SD= 0.492). From the four indicators, which share similar means
and standard deviation and are interpreted as ‘high,’ it is pretty obvious that the respondents are claiming that they
are using ICT tools and platforms to enhance and improve their lesson contents, enrich their lesson presentation and
connect to the outside world to learn more about the lessons they use in their classes.
The preceding report is supplemented by Indicator 3 - I use ICT applications to prepare presentations for
lessons (M= 3.56; SD = 0.504), Indicator 1 - I use digital tools to browse/search the internet to prepare my
lessons (M=3.53; SD = 0.507), and Indicator 7- I am better equipped with the latest trends in teaching processes
through the use of ICT tools (M= 3.38; SD = 0.492). The respondents admit the confidence in using ICT tools and
gadgets that they are using for personal development.
This finding is reinforced in the words of Ratheeswari (2018), who asserts that information and
communication technologies (ICT) at present are influencing every aspect of human life. They are playing salient
roles in workplaces, business, education, and entertainment. Moreover, many people recognize ICTs as catalysts for
change; change in working conditions, handling and exchanging information, teaching methods, learning approaches,
scientific research, and accessing information communication technologies. In this digital era, ICT use in the
classroom is important for giving students opportunities to learn and apply the its importance for teachers in
performing their role as creators of pedagogical environments.
Table 10. Teachers’ Extent of ICT use in relation to the Professional Development Aspect.
Indicative Statement Mean (x) SD Remarks
I use ICT tools to post homework for students on the 3.38 0.793 SA
school website.
ICT tools help teachers to provide feedback and 3.53 0.507 SA
assess students’ learning.
ICT tools facilitate evaluating digital learning 3.50 0.508 SA
resources in the subject(s) you teach.
Students build new knowledge through proper use 3.50 0.508 SA
of navigation, selection, and interpretation of data
and information.
ICT tools increase students’ access to quality 3.38 0.492 SA
information through navigation.
ICT offers alternative learning opportunities such 3.69 0.471 SA
as mobile learning.
ICT tools make my students competitive in the 21st – 3.69 0.471 SA
century environment.
Grand Mean 3.52 SA
Initial observation of the data in Table 10 manifests that the teachers’ extent of ICT use based on the
professional development aspect earned a mean of 3.52, which is interpreted as ‘high.’ This means that the
respondents are confident in admitting that their ICT use is meant to develop them professionally, especially in
enhancing their connections with their students in the forms of feedback and assessment of student learning.
The preceding idea is supported by Indicator 6- ICT offers alternative learning opportunities such as mobile
learning (M=3.69; SD=0.471) and Indicator (M=3.69; SD 0.471) which are interpreted as ‘high.’ Likewise, Indicator
2- ICT tools help teachers provide feedback and/or assess students’ learning (M= 3.53; SD= 0.507)
strengthens the respondents’ claim regarding the previous statement.
Indicator 3- ICT tools facilitate to the evaluation of digital learning resources in the subject(s) you teach
(M=3.50; SD = 508) and Indicator 4 - Students build new knowledge through proper use of navigation, selection,
and interpretation of data and information (M-3.50; SD = 0. 508) also contribute to making a strong statement that
ICT use tools for improving students’ performance and thereby contributory to the professional development of
teachers.
However, two indicators under the professional development aspect registered lower means compared to
other indicators. Indicator 3- ICT tools facilitate the evaluation of digital learning resources in the subject(s) you
teach (M=3.50; SD= 0. 508), and Indicator 4-Students build new knowledge through proper use of navigation,
selection, and interpretation of data and information (M= 3.50; SD= 0. 508). Despite the lower means still, these are
interpreted as ‘high.’ This means that the respondents are firmly confident in saying that using ICT tools and gadgets
contributes to their professional development.
The preceding results are consistent with previous research findings by Sanchez et al. (2012), which
suggest that their participants have a positive attitude toward the ICT use as a teaching tool. It further elaborates its
findings that the respondents’ positive attitudes manifest both in the emotional and personal development aspects.

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Table 11. Teachers’ Extent of ICT use as to the Other Educational Stakeholders’ Aspect
Indicative Statement Mean (x) SD Remarks

I look for online professional development 3.41 0.499 SA

opportunities and share them with my colleagues.
I use ICT tools to communicate online with parents. 3.56 0.504 SA
I use ICT tools to connect to my students, colleagues, 3.63 0.492 SA
and other education stakeholders.
ICT tools are potential ways of building connections 3.56 0.504 SA
among other local domestic or international
professionals.
ICT catalyzes education stakeholders’ active 3.31 0.471 SA
participation in service delivery to its constituents.
ICT support learning through the help of other 3.44 0.504 SA
education stakeholders.
ICT boost student confidence when there is the 3.50 0.622 SA
presence of total participation among education
stakeholders.
Grand Mean 3.49 SA
This finding means that the respondents are also utilizing their ICT skills and competencies in
communicating with other members of the educational system. Initial observation of the data from the seven
indicators showed that in Indicator 3 - I use ICT tools to connect to my students, colleagues, and other education
stakeholders (M=3.63; SD = 0. 492) gained the highest mean, which confirms that the respondents are using ICT
tools and gadgets at the maximum level to connect to other education stakeholders. This is (M=3.56; SD = 0.504)
reinforced by Indicator 2 - I use ICT tools to communicate online with parents and Indicator 4 - ICT tools are
potential ways of building connections among other local, domestic, or international professionals (3.56; SD = 0.
504) which are all
Indicator 7 - ICT boosts student confidence when there is the presence of total participation among
education stakeholders (M=3.50; SD= 0.622), also interpreted as ‘high’ and supports the previous statements.
Indicator 6 - ICT supports learning through the help of other education stakeholders (M= 3.44; SD= 0.504) also
earned ‘high’ interpretation, and the last two indicators – Indicator 1 - I look for online professional development
opportunities and share them with my colleagues (M=3.41; SD= 0.499) and Indicator 5 - ICT catalyzes education
stakeholders’ active participation in service delivery to its constituents (M=3.31; SD= 0.471) though their means are
not similar, both means are interpreted as ‘High’. This finding is supported by the British Educational
Communication and Technology Agency (BECTSA, 2014), which states that a very significant determinant of
teachers’ levels of engagement in ICT is their confidence in using the technology. Teachers with little or no
confidence in using computers in their work will try to avoid them altogether.
Table 12. Teachers’ Extent of ICT use as to the Advocacy Aspect
Indicative Statement Mean (x) SD Remarks
I believe that digital tools enable equality in 3.38 0.609 SA
education.
I believe that ICT tools support development in 3.44 0.504 SA
education.
I support the use of ICT tools to improve curiosity. 3.50 0.508 SA
I believe ICT tools excite me to reach home and 3.38 0.707 SA
school.
ICT tools offer new opportunities like distance 3.50 0.508 SA
learning.
ICT tools help me learn about different cultures. 3.44 0.504 SA
ICT tools give me the opportunity to follow daily 3.63 0.492 SA
events.
Grand Mean 3.46 SA

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This means that the teacher-respondents are not only utilizing ICT for their personal development and
professional development, to connect with other education stakeholders and use them for advocacy purposes.
Preliminary appreciation of data from Table 12 suggests that out of 7 indicators, Indicator 7 - ICT tools
give me the opportunity to follow daily events (M=3.63; SD = 0.492) gained the highest mean, which suggests that
respondents can now be updated with daily news, through the use of ICT tools. Indicator 3 - I support the use of ICT
tools to improve curiosity (M=3.50; SD=0.508) and Indicator 5 -.ICT tools offer new opportunities like distance
learning (M=3.50; SD= 0.508). Both share similar means and SDs, and both are interpreted as ‘high’. These 2
indicators confirm the first statement on one’s opportunity to follow daily events since it also offers new
opportunities such as distance learning, and therefore it improves one’s curiosity to know more.
In the next two indicators, Indicator 2 - I believe that ICT tools support development in education (M=3.44;
SD= 0.0.504) and Indicator 6-ICT tools help me learn about different cultures (M=3.44; SD= 0.504) are both
interpreted as ‘high’ and are also complementary with each other since when one learns about a different culture, it
automatically supports the development of education. Finally, the last two indicators, Indicator 1 - I believe that
digital tools enable equality in education (M = 3.38; SD= 707) and Indicator 4-I believe ICT tools excite me to reach
the world from home and school (3.38; SD =0.707) both gained similar means and SDs and are interpreted as ‘high.’
These indicators are also interrelated with one another since it advocates equality in education which you can have
available whether you are at home or in school. This perspective proves that using ICT tools is truly beneficial and
advantageous to anyone engaged in it, as the preceding data advocates. This finding supports the work of Bosamia
(2018), who believes that as human beings, we are always connected with many essential things in our everyday life.
With the use of ICT gadgets in our lifestyle, many time-consuming calculations and tough tasks have become easier
and social contacts have been increased.

School Performance Based on Performance Improvement

In this study, school performance is measured according to performance improvement made up of
enrolment increase, promotion rate, and achievement rate.
Table 13. Summary of School Performance according to Performance
Improvement based on Enrolment Increase Rate
Combined Enrolment Rate in 3
Respondent Academic Years (%)
School Interpretation
School 1 8.45 High
School 2 9.50 High
School 3 11.14 High
School 4 7.18 High
School 5 15.54 High
School 6 9.47 High
School 7 8.54 High
School 8 8.42 High
School 9 10.29 High
School 10 6.24 Average
School 11 6.89 Average
School 12 5.40 Average
School 13 9.63 High
School 14 5.30 Average
School 15 9.00 High
School 16 7.25 High

Table 13 showcases the summary of respondent schools’ school performance according to performance
improvement based on enrollment increase rate. Initial observation of the reported data in Table 13 from the
respondent Schools suggest that 12 schools (75%) of the 16 respondent - schools have a High enrollment rate
increase and only 4 schools (25%) have average enrolment rate increase.
Citing the ideas of Mwirigi and Muthaa (2015) the increasing enrolment rate is proof that participation and
access to education are implemented to address educational problems besetting countries, especially the developing
ones. Other factors cited from a survey conducted by Sharma and Tripathi (2020) which contributed to the

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increasing rate of enrolment in government schools are financial distress caused by the Covid-19 pandemic; free
facilities available at government schools; the rising cost of private schools’ education; and migration during
lockdowns as the main reason behind the switch over.

Table 14. Summary of Respondent Schools’ School Performance According to Performance Improvement
based on Promotion Rate
Respondent Schools Promotion Rate (%) Interpretation
School 1 90 High
School 2 94 High
School 3 95 High
School 4 97.28 High
School 5 96.92 High
School 6 97.18 High
School 7 97.88 High
School 8 100.00 High
School 9 94.11 High
School 10 99.17 High
School 11 91.00 High
School 12 98.54 High
School 13 100.00 High
School 14 89.00 High
School 15 97.20 High
School 16 96.26 High

Preliminary appreciation of the data in Table 14 illustrates that two respondent schools – School 8 and
School 13, reported a 100% promotion rate. This means that the total number of students/enrollees was consistently
the same number of students who get promoted to the next level. It can be observed that the lowest promotion rate is
89%, yet still within the range of ‘high.’
The current practice of Philippine schools as regard promotion rate is based on the American school model.
Reville (2020) said that social promotion (the practice of sending a student to the next grade regardless of whether
they meet grade-level expectations in order to keep them with their peers) became the norm because the character of
schooling began to change.

Table 15. Summary of Respondent Schools’ School Performance According to Performance Improvement
based on Achievement Rate
Respondent Schools Achievement Rate Interpretation
School 1 78 High
School 2 75 High
School 3 54.43 Average
School 4 64.62 Average
School 5 72.15 Average
School 6 59.94 Average
School 7 66.26 Average
School 8 68.26 Average
School 9 63.79 Average
School 10 75.77 High
School 11 76.20 High
School 12 40.46 Marginal
School 13 54.35 Average
School 14 52.45 Average
School 15 59.65 Average
School 16 64.2 Average

Preliminary appreciation of the data in Table 15 suggests that the majority of the respondent- schools
(68.75%) registered achievement rates between 51% - 74%, which are interpreted as ‘Average.’ Only four
respondent schools, or 25%, claimed they have a ‘high’ achievement rate that is between 75% - 100%. However,
one respondent school (6.25%) - School 12 - admitted they have a ‘Marginal achievement rate,” meaning between
26% - 50%. This finding means that students’ achievements truly vary from school to school, and this particular
finding is supported in the report by Hale (2015), who believed that students’ achievements are usually affected by

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certain factors such as high absenteeism and lack of a two-parent family structure and low socio-economic status.
These are manifested in lower achievement test scores and end-of-course exams. It was also hypothesized that
groups, whose members lacked the negative characteristics would have higher scores on these tests.
The author further explained that students' academic performance in his study groups was tested to see if
there were statistical differences in the mean scores of each group. When it was found that the groups were
significantly different regarding their test results, the study hypothesis was confirmed that the groups could be
different due to the factors they possessed.
The preceding statement could attest to the result of the present study. Although the majority of the
respondent schools claimed average performance in achievement rate, the mean score each school registered varies
from school to school. Reiger (2011) further extended the discussion related to academic achievement when she said
that academic success is important because it is strongly linked to the positive outcomes we value. Academically
successful adolescents have higher self-esteem, have lower levels of depression and anxiety, are socially inclined,
and are less likely to abuse alcohol and engage in substance abuse. It also helps in measuring how good learning
program is working. Also high achievement rate indicate that a level of mastery of grade – level of mastery of grade
– level material has been reached, and that the students is prepared for advanced instruction.

Respondent – Schools’ School Performance Based on School-Based Management (SBM) Assessment

In this study, the level of a school’s performance is based on the SBM Assessment, which consists of
Leadership and Governance, Curriculum and Instruction, Continuous Improvement and Accountability, and
Management of Resources.

Table 16. Summary of Respondent- Schools’ School Performance-based on SBM Assessment encompassing
the 4 Sub- Variables (Leadership and Governance, Curriculum and Instruction, Continuous Improvement
and Accountability and Management Resources

Respondent Leadership Accountability Management Composite

Schools and Curriculum and of Resources Total Interpretation
Governance and Continuous (15%)
(30%) Instruction Improvement
(30%) (25%)
School 1 0.84 0.87 0.70 0.45 2.86 Advanced
School 2 0.90 0.90 0.75 0.45 3.00 Advanced
School 3 0.76 0.90 0.60 0.40 2.66 Advanced
School 4 0.90 0.90 0.77 0.45 3.02 Advanced
School 5 0.90 0.84 0.75 0.45 2.94 Advanced
School 6 0.90 0.78 0.75 0.30 2.73 Advanced
School 7 0.90 0.90 0.75 0.40 2.95 Advanced
School 8 0.90 0.90 0.75 0.36 2.91 Advanced
School9 0.90 0.90 0.75 0.45 3.00 Advanced
School 10 0.90 0.94 0.75 0.45 3.04 Advanced
School 11 0.84 0.78 0.60 0.42 2.64 Advanced
School 12 0.72 0.69 0.65 0.45 2.51 Advanced
School 13 0.60 0.67 0.80 0.45 2.52 Advanced
School 14 0.90 0.90 0.79 0.40 2.99 Advanced
School 15 0.60 0.90 0.75 0.45 2.70 Advanced
School 16 0.60 0.66 0.80 0.45 2.51 Advanced

Initial observation of Table 16 shows that the 16 respondent schools exhibit varied performances in the 4
areas included in the SBM assessment. But to further appreciate the varied data, one should understand that each
area in the SBM Assessment Tool carries a definite weight. The composite total when all scores are taken together
after assigning each corresponding percentage defines the school performance.
Based on the registered composite total, it can be observed further that all the 16 respondent schools can be
labeled as Level 3 according to SBM standards since the earned composite total is within the range between 2.50 –
3.00, interpreted as ‘advanced.’ This means that all respondent schools have advanced SBM practices.
Looking at the sub-variable ‘Leadership and Governance,’ the table shows that the highest score of 0.90 is
shared by ten respondent schools (Schools 2, 4, 5, 6, 7, 8, 9, 10, and 14). Three respondent schools obtained the

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lowest score of 0.60 (Schools 13, 15, and 16). Schools 1 and 11 registered a score of 0.84, School 3 earned a score
of 0.76, and School 12 earned a score of 0.72. Overall performance of respondent schools based on leadership and
governance can be described as above average. The leaders in these 16 schools knew the importance of their role as
school leaders.
The preceding finding is supported by the study of Innovations for Educational Transformation (2020),
which found that among its school respondents, not one school of 180 surveyed was able to improve student
achievement records without effective school leadership. This suggests that effective school leadership is an
antecedent to improving student achievement. Moreover, in the case of 16 respondent schools, it is clearly
manifested from the data that the schools are practicing effective school leadership.
Further, the report connects skilled school leadership and positive student learning outcomes. Its proof that
good leadership in schools directly impacts students’ experience and performance is supported by Chen (2020), who
believes that leaders who looked for help and were willing to collaborate with others were most successful in
helping their schools adjust and succeed. Again, though, knowing what to do is not enough. The best school leaders
can use that data and information to coach and empower their teaching staff to improve their own pedagogy and
student learning.
The same author emphasizes the skills of an effective school leader: leading through teaching and learning;
developing self and others; promoting positive change in the school environment; driving school management; and
engaging and working with the community (Chen, 2020).
In the column ‘Curriculum and Instruction, the highest score of 0.94 was earned by School 10, but the
majority of the respondent schools gained a score of 0.90 (Schools 2, 3, 4, 7, 8, 9, 14, and 15) where eight schools
registered such score. School 1 earned a score of 0.87, while School 5 registered a score of 0. 84. The rest of the
schools registered a score between 0.66 – 0.69. This finding means that the respondent schools have properly
implemented curriculum and instruction which is the heart and soul of school education, according to their relevance,
responsiveness, and effectiveness.
Accordingly, curriculum and Instruction (C&I) is a field within education that seeks to research, develop,
and implement curriculum changes that increase learner achievement in educational settings and strives to transform
the educational landscape through improved curriculum design and best practices. This area focuses on how people
learn and the best ways to educate the learners (Western Governors University, 2020)
Following the ideas forwarded by Flakes (2017), he said that curriculum provides direction for instruction
since instruction is the method of delivering an academic curriculum. Instruction may exist without a curriculum but
would serve no direct purpose. Curriculum and instruction must be compatible and maintain a close relationship in
order to maximize student learning. The design of the curriculum influences student learning. The curriculum is a
vessel that helps learners gain knowledge, develop skills and broaden understanding, and has outcomes that may be
measured.
Flake (2017) further claimed that curriculum and instructional design alter according to society and is
influenced by new technology and information. The relationship between curriculum and instruction suggests an
opportunity for growth. Knowledge of the relationship between curriculum and instruction may help educators strive
to provide quality education to students. The case of the respondent schools, as manifested in the reported data,
perfectly illustrates that the knowledge of the relationship between curriculum and instruction has been deeply
embedded among the educators and stakeholders of the said schools.
The third sub- variable in the SBM assessment is about continuous improvement and accountability.
Observing the data under this column suggests that the highest take is 0.80 earned by Schools 13 and 15. However,
it can also be noted that the majority of the schools registered a score of 0.75 (Schools 2, 5, 6, 7, 8, 9, 10, and 15).
All other schools earned a score between 0.60 – 0.79. This finding means that all the 16 respondent schools are
engaged dynamically in a continuous improvement process at different levels.
Accountability and Continuous Improvement is a clear, transparent, inclusive, and responsive
accountability system in place, collaboratively developed by community stakeholders, which monitors expected and
actual performance and continually addresses the gaps and ensures a venue for feedback and redress (DepEd
Website).
The preceding statement finds support in the thoughts of Skhimot (2017) who opined that a continuous
improvement culture has been shown to boost teachers’ or employees’ (as in the case of a company) engagement
and reduce turnover rates. In addition, individuals who actively participate in the betterment of the company (in this
case, the schools) gain a sense of pride and accomplishment, leading to a greater sense of belonging and fewer
reasons to leave the organization.
It was further stated that continuous improvement could be activities carried out by any school or
instructional improvement process that unfolds progressively, does not have a fixed or pre-determined endpoint, and

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how is sustained over an extended period. Skhimot (2017) identified five benefits of continuous improvement
practices: 1.) more engaged employees; 2.) lower employee turnover; 3.) more competitive services; 4.) better
customer services, and having a proactive learning culture.
On accountability, Hutt and Polikoff (2020) argued that public accountability through information
disclosure is a pillar of modern education reform efforts. The authors proposed a framework for thinking about the
design of public accountability systems in education to guide policymakers in considering new efforts at improving
schools through producing and disseminating educational data. Integrating the findings of the present study, it is
suggested in the finding that the continuous management and accountability process necessitates vibrant efforts
among educational leaders to practice transparency in implementing reform initiatives and efforts to achieve the
established educational goals.
The last sub-variables in the SBM assessment are on the management of resources. Though the data varies
among schools, the highest score gained by the majority of respondent schools is 0.45 (Schools 1, 2, 4, 5, 9, 10, 12,
13, 15, and 16). The lowest score is 0.30 earned by School 6. Other respondent schools registered scores between
0.36 – 0. 42. This means that the 16 schools have sound and effective practices in resource management.
According to the School of Education Online Program (2020), effective resource management is one of the
most important responsibilities of school administrators. After public schools receive funding from the government,
they must allocate those resources to fund programs and other school necessities. Therefore, managing human and
capital resources effectively is a critically important responsibility. School administrators need to make the most of
potentially scarce resources and align their resource management strategy with the mission and vision of the whole
school community.
Likewise, the school administrator should have decision-making skills to make decisions that prioritize
educational goals, teacher needs, and student outcomes; Budgeting skills: Create budgets and oversee spending to
ensure the long-term sustainability of programs; Creativity: Be innovative in presenting and utilizing limited
resources for maximum potential; and Administrative support: Serve as a support system for teachers, tutors, and
specialists. Ensure the quality of education in the school, and cultivate a safe and positive learning environment
(School of Education, 2020).

Effect of Knowledge, Attitudes, And Use of ICT on the School Performance based on Performance
Improvement

Table 17 shows the effect of knowledge, attitudes, and use of ICT on school performance based on
performance improvement.

Table 17. Effect of Knowledge, Attitudes, and Use of ICT on the School Performance as to Performance
Improvement
Knowledge, Attitudes, and Use of ICT Beta t-value p-value
Vs Performance Improvement Coefficient Interpretation
Knowledge Cultural Aspect 0.364563 0.990468 0.338756 Not Significant
on ICT Cognitive -0.48279 -1.9086 0.077031 Not Significant
Constructive -0.01309 -0.06813 0.946642 Not Significant
Communicative -0.02731 -0.14628 0.885788 Not Significant
Creative -0.05136 -0.27061 0.790638 Not Significant
Attitudes Emotional effect 0.045473 0.285404 0.779514 Not Significant
Towards Personal interest 0.122368 0.717199 0.485046 Not Significant
ICT Subjective Satisfaction 0.072824 0.44605 0.662382 Not Significant
Use of ICT Personal Development -0.09131 -0.41367 0.685383 Not Significant
Professional Development -0.05077 -0.23101 0.820646 Not Significant
Other Educational 0.042517 0.199292 0.8449 Not Significant
Stakeholders
Advocacy 0.104933 0.661782 0.518856 Not Significant

Initial appreciation of the data in Table 17 suggests that the teachers’ ICT knowledge, attitudes,
and use have no significant relationship with the school performance based on performance improvement variables
(enrolment rate, promotion rate, and achievement rate) as manifested by a low coefficient value shown in each sub-
variables indicated in the table. This result leads to the acceptance of the first hypothesis which stated that there is no
significant relationship between the educators’ ICT knowledge, attitudes, and use and the school performance based
on the performance improvement variables which are the enrolment rate, promotion rate, and achievement rate.

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This finding is generally acceptable because in understanding school performance based on enrolment rate,
promotion rate, and achievement rate, it is unlikely that teachers’ ICT knowledge, attitude, and use can be a factor
that can influence its increase or decrease.
According to Khan et al. (2015), while there is a widespread belief that ICTs can and will empower
teachers and learners, transforming teaching and learning processes from highly teacher-dominated to student-
centered is not very well documented and proven. This transformation though expected to result in increased
learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-
solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills” has
not been widely spread across countries and continents. However, there are currently very limited, unequivocally
compelling data to support this belief (Khan et al. 2015).
The authors also said that ICTs are rarely seen as central to the overall learning process. “Even in the most
advanced schools, ICTs are generally not considered central to the teaching and learning”. Unfortunately, many ICT
in education initiatives in less developed countries (LDCs) seek (at least in their rhetoric) to place ICTs as central to
teaching and learning which an enduring problem is: putting technology before education. “One of the enduring
difficulties of technology use in education is that educational planners and technology advocates think of the
technology first and then investigate the educational applications of this technology only later”. This process only
creates negative beliefs about the ICT benefits in education.

Effect of Teachers’ ICT Knowledge, Attitudes, and Use on the School Performance based on SBM
Assessment

Table 18 shows the effects of teachers’ knowledge, attitudes, and use of ICT on the School Performance
based on SBM Assessment.

Table 18. Effects of Teachers’ ICT Knowledge, Attitudes, and Use on the School Performance based on SBM
Assessment
Knowledge, Attitudes, and Use of ICT Beta t-value p-value Verbal Interpretation
Vs SBM Assessment Coefficient
Knowledge Cultural Aspect 0.37319 1.1907 0.253569 Not Significant
on ICT Cognitive -0.57154 -2.97779 0.009981 Significant
Constructive -0.12182 -0.74828 0.466675 Not Significant
Communicative -0.17431 -1.12804 0.278263 Not Significant
Creative -0.08636 -0.53069 0.603948 Not Significant
Attitudes Emotional effect -0.24432 -2.00895 0.06423 Not Significant
Towards Personal interest -0.21041 -1.51221 0.152721 Not Significant
ICT Subjective Satisfaction -0.20216 -1.53904 0.146086 Not Significant
Use of ICT Personal Development -0.11211 -0.59166 0.563508 Not Significant
Professional Development -0.08445 -0.44715 0.661609 Not Significant
Other Educational -0.1205 -0.66313 0.518016 Not Significant
Stakeholders
Advocacy 0.005932 0.042651 0.966582 Not Significant

A preliminary observation of the data in Table 18 highlights the fact that teachers’ ICT knowledge,
attitudes, and use have no significant relationship with the results of the SBM assessment except for one sub-
variable which is under ICT knowledge, sub-variable - Cognitive aspect which earns a t – a value of -2.97779, p-
value of 0..009981. This means that among all other ICT knowledge aspects one’s basic understanding of ICT
operation and processes including its tools and gadgets necessitate cognition to become a responsible consumer of
technology. Despite this result, the second hypothesis is still accepted that there is no significant relationship
between the teachers’ ICT knowledge, attitude, and use and the SBM assessment variables
In this regard, Khan et al (2015) have the opinion that the positive impact
of ICT use in education has not been proven. “In general, and despite thousands of impact studies, the impact of ICT
use on student achievement remains difficult to measure and open to much reasonable debate”. The positive impact
is more likely when linked to pedagogy. “It is believed that specific uses of ICT can have positive effects on student
achievement when ICTs are used appropriately such as to complement a teacher’s existing pedagogical philosophies.
Computer-Aided Instruction’ has been seen to slightly “improve student
Performance on multiple-choice, standardized testing in some areas. Computer-Aided (Assisted) Instruction (CAI)”,
which generally refers to student Self-study tutorials on PCs, have been shown to slightly improve student test on

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some reading and math skills, although whether such improvement correlates to real improvement in student
learning is debatable.
Likewise, there is a need for clear goals. ICTs are seen to be less effective (ineffective) when their use
goals are unclear. “While such a statement would appear to be self-evident, the specific goals for ICT use in
education are, in practice, often only very broadly or rather loosely defined”.
With the preceding explanation of Khan et al. (2015), it is clear that the aforementioned finding is expected
because what is being measured is the relationship between teachers’ ICT knowledge, attitudes, and use and school
performance, where student achievement is only one aspect of school performance but not identified as one of the
dependent variables in the study.

Summary of Findings
Based on the data presented, analyzed, and interpreted, the following were the findings:
The teachers’ ICT knowledge based on the five sub-variables was interpreted as High. Teachers’ ICT attitudes
based on three aspects were interpreted as high, which means positive. Finally, teachers’ ICT utilization based on
four aspects was interpreted as high.
As regards school performance based on performance improvement consists of enrolment increase rate – high;
promotion rate – high, and achievement rate – high. Likewise, school performance based on SBM assessment – all
the 16 respondent schools were in the advanced stage of SBM practices.

Conclusions
Based on the findings and procedures, the study's conclusions were as follows. It was concluded that there
is no significant relationship between the teachers’ ICT knowledge, attitude, and use and school performance based
on performance improvement. Likewise, it was concluded that there is no significant relationship between the
teachers’ ICT knowledge, attitude, and use and the school performance based on the SBM assessment.

Recommendations
Based on the findings and conclusions drawn, the following are hereby recommended:
1. The Department of Education, whether at the national, regional or division level remain steadfast in support
of educating their teachers in the area of ICT to sustain the knowledge, and attitude of their teachers and
further offer relevant training in the same area to keep their teachers updated in the current trends in ICT
education.
2. Teachers and educators in ICT should not only limit the use of the technological tools and gadgets for
personal and professional development but likewise, enhance the utilization and extend, but not limited to
sharing among fellow educators but also learn how to use it for the benefit of students to improve their
academic achievement.
3. Officials should always support all school initiatives involving updating and upgrading school facilities,
especially those that concern the laboratories designed for ICT facilities.
4. Efforts should be increased in educating both the teachers and the students in using and applying ICT tools
and gadgets to enhance students' academic achievement, which is directly affecting school performance.
5. Further research on this topic using other variables not included in this study to ascertain the positive
contribution of ICT to school performance is encouraged.

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