Information and Communication Technology Implementation and its Influence on the Productivity and Efficiency of Senior High School Teachers in Baleno District
DOI:
https://doi.org/10.65339/ijsis.V1.I3.173Keywords:
Digital Assessment, Educational Sustainability, ICT Utilization, Professional Development, Teaching Efficiency, Technology IntegrationAbstract
This study examined Information and Communication Technology (ICT) utilization and the perceived importance of factors influencing teaching productivity and efficiency among senior high school teachers in Baleno District, Masbate, Philippines. Anchored in the Technological Pedagogical Content Knowledge (TPACK) framework and the digital education ecosystem perspective, the study employed a quantitative descriptive survey design involving 50 teachers selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed through descriptive statistical techniques, including frequencies, percentages, means, and standard deviations. The findings revealed equal gender representation, comprising 25 male and 25 female respondents. ICT utilization obtained an overall mean of 4.3, indicating frequent integration of digital technologies into instructional activities. The utilization of ICT services, online resources, multimedia materials, and digital communication platforms each recorded a mean of 4.5, while digital assessment obtained a comparatively lower mean of 3.5. Furthermore, classroom environment, curriculum and lesson planning, student engagement, assessment and feedback, and professional development each received a mean of 5.0, indicating their perceived importance to teaching productivity and efficiency. The study concludes that ICT is frequently utilized in teaching, although its actual influence on productivity and efficiency cannot be established through descriptive findings alone. Continued investment in ICT infrastructure, professional development, and digital assessment practices is recommended. The study primarily supports Sustainable Development Goal 4 (Quality Education) and indirectly relates to SDG 9 (Industry, Innovation and Infrastructure) by informing technology-related educational planning. Its sustainability contribution lies in providing localized evidence that may strengthen educational, technological, and institutional sustainability through informed resource allocation, continuous professional development, and responsible ICT integration.
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