ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigates the proficiency of secondary school teachers in integrating Information and Communication Technology (ICT) tools in classroom settings. It aims to assess the effects of ICT integration on teaching methods and student learning outcomes. The research is based on a survey conducted with Technology and Livelihood Education (TLE) and Technical Vocational Education (TVE) teachers from multiple schools in the region. This study is significant in the context of increasing reliance on technology in education. Methodologically, the study employed a quantitative approach using structured questionnaires. The respondents, aged between 20 and 59, were selected through a stratified sampling method. Data was analyzed using descriptive and inferential statistical techniques to identify trends in ICT adoption and usage across different age groups, professional experiences, and educational backgrounds. Results indicate a moderate to high level of proficiency in using ICT tools among teachers, particularly in integrating multimedia and interactive resources into lessons. However, challenges related to infrastructure, training gaps, and time constraints were identified as barriers to full integration. Teachers with more experience showed greater comfort with traditional teaching methods, which sometimes hindered the effective use of ICT tools. Conclusions drawn from the findings suggest that while many teachers can integrate ICT into their teaching, continued professional development and support are essential for overcoming existing barriers. The study underscores the need for enhanced training programs to improve ICT proficiency and support teachers in adopting modern teaching practices. Future research should explore the impact of ICT integration on student performance across various subjects. Keywords — ICT Tools, Teacher Proficiency, Integration, Education Technology, Classroom Practices, Training Needs