Technological Competence of School Heads and Teachers: Needs Analysis

AUTHOR(S)

Leomar V. Perater Mary Rose T. Villarin Arlyn N. Besario T Je-Ar B. Sanguenza

ABSTRACT

—— This study aimed to examine the technological competence of school heads and teachers in Cluster 10 of the Schools Division of Guihulngan City during School Year 2025–2026 as the basis for a Professional Development Plan. Guided by the TPACK Framework, Diffusion of Innovation Theory, and Locsin’s Technological Competency as Caring Theory, the study employed a descriptive–correlational design to determine the respondents’ demographic profiles, assess their technological competence across six domains—basic computer literacy, software application proficiency, internet and online navigation, social media and digital communication, information and media literacy, and technology integration for teaching and learning—and analyze the relationship between profile variables and competence levels. Using total enumeration for school heads and stratified random sampling for teachers, the study gathered data from 14 school heads and 134 teachers using a validated research instrument with excellent reliability indices (Cronbach’s Alpha = .841–.943). Findings revealed that both school heads and teachers demonstrated generally high levels of technological competence, particularly in essential computer skills and internet navigation, though competence varied across advanced software tasks, digital communication, and higher-order integration for instruction. No significant differences were found across demographic variables, indicating uniformity of competence levels regardless of age, sex, educational attainment, years in teaching, number of relevant trainings, or administrative responsibilities. Spearman’s rho analysis further showed relationships between selected profile variables and specific areas of competence, emphasizing the importance of training exposure and professional experience. Challenges encountered during data collection—such as limited digital resources, varying familiarity with ICT terms, and scheduling constraints—were addressed through flexible coordination and guided administration. The study concludes that while teachers and school heads possess foundational technological competence, gaps remain in specialized and pedagogical ICT applications, necessitating a targeted, evidence-based Professional Development Plan to enhance digital proficiency and support DepEd’s digital transformation thrust. Keywords: Technological competence, ICT integration, teachers, school heads, digital literacy, professional development plan, Guihulngan City Division