Assessing ICT competence among public secondary school teachers of Mabinay National High School, Division of Negros Oriental

This study assesses the ICT competence of public secondary school teachers at Mabinay National High School, Negros Oriental, focusing on their technological knowledge, pedagogical integration, digital literacy, instructional design, and technical troubleshooting skills. Using a descriptive survey and correlational research design, the study explores teachers’ ICT abilities and examines the relationships between demographic factors such as age, gender, educational attainment, and teaching experience with ICT competence. The findings reveal that teachers exhibit strong skills in pedagogical integration, digital literacy, and instructional design but struggle with technical troubleshooting. Key driving forces for ICT integration include increased student engagement, improved teaching methods, and growing student demand for technology. However, barriers such as insufficient resources, technical support, privacy concerns, and inadequate teacher training hinder progress. A negative relationship was found between age and technological knowledge and digital literacy, suggesting older teachers may need targeted training. There were no significant correlations between gender or educational attainment and ICT competence. The study highlights the need for ongoing professional development, particularly in troubleshooting skills, and the importance of addressing the identified barriers to enhance ICT integration in teaching.