Influence of Teachers’ ICT Integration Practices on Teaching Performance in Selected Schools in the Division of Cagayan

AUTHOR(S)

FLORDELIZA C. CABEZA

ABSTRACT

——This study determined the influence of teachers’ Information and Communication Technology (ICT) integration practices on their teaching performance in selected schools of the Schools Division of Cagayan. Specifically, it assessed the level of ICT integration in terms of instructional planning, instructional delivery, assessment and evaluation, and classroom management, as well as the teaching performance of teachers based on their Individual Performance Commitment and Review Form (IPCRF) ratings. A descriptive–correlational research design was employed, with one hundred (100) teachers selected through simple random sampling. The results revealed that teachers’ ICT integration practices were generally highly integrated (mean = 3.26), with higher utilization in assessment and evaluation and classroom management, while instructional planning and delivery were moderately integrated. In terms of teaching performance, the majority of teachers obtained outstanding ratings (mean = 4.78), indicating a high level of professional competence. Furthermore, the study found a moderately strong and significant relationship between ICT integration practices and teaching performance (r = 0.653, p = 0.001), suggesting that effective ICT integration contributes positively to teachers’ instructional effectiveness. The findings imply that continuous enhancement of ICT skills, adequate technological resources, and institutional support are essential in sustaining high teaching performance. It is recommended that schools provide ongoing professional development and training programs to strengthen teachers’ ICT integration practice. Keywords: ICT integration, teaching performance, instructional practices, IPCRF, descriptivecorrelational design