Utilization of Educational Technologies and Teaching Performance of Basic Education Teachers

AUTHOR(S)

KAROL J. CAC

ABSTRACT

——This study examined the utilization of educational technologies and the teaching performance of basic education teachers in the Sanchez Mira District, Division of Cagayan, during the School Year 2025–2026. Using a descriptive–correlational research design, data were collected from 176 teachers through a researcher-made questionnaire and their Individual Performance Commitment and Review Form (IPCRF) ratings. Findings revealed that teachers demonstrated a very high level of utilization of educational technologies across instructional delivery, assessment practices, classroom management, and communication and collaboration, with an overall mean of 3.68. In terms of teaching performance, the majority of teachers obtained Outstanding ratings, with a mean of 4.73, indicating a very high level of effectiveness in their professional duties. Furthermore, the study established a significant positive relationship between the utilization of educational technologies and teaching performance (r = 0.611, p < 0.05), suggesting that increased integration of digital tools enhances teachers’ instructional effectiveness. These results highlight the importance of continuous technological integration and professional development in improving teaching practices. It is recommended that schools strengthen support systems, provide relevant training, and ensure access to technological resources to sustain high levels of teaching performance among educators. Keywords: educational technology, teaching performance, basic education teachers, ICT utilization, IPCRF, correlational study