Kindergarten Teachers' Perceptions of Technology Integration and the Extent of Availability of Technology and Media Resources in Kindergarten Classrooms

Technology integration has become an important component of early childhood education, yet its success depends on teachers' perceptions and on the technological resources available to them. This study determined kindergarten teachers' perceptions of technology integration and the extent of availability of technology and media resources in kindergarten classrooms in selected public elementary schools of the Schools Division of Guihulngan City, Negros Oriental, Philippines, during School Year 2025–2026. It described the respondents' profile, assessed their perceptions in terms of beliefs, knowledge, and attitudes, determined the extent of availability of technology and media resources, and examined the relationship between perceptions and resource availability. A descriptive-correlational design was employed using a survey questionnaire adapted from Gilay and Anga (2025), administered to seven (7) kindergarten teachers selected through total enumeration. Data were analyzed using frequency, percentage, weighted mean, and the Pearson product-moment correlation coefficient. All respondents were female; most held master's units, had four to ten years of kindergarten teaching experience, and had attended at least one technology-related training in the past two years. The respondents strongly agreed with statements on their beliefs (WM = 4.62) and attitudes (WM = 4.95) toward technology integration and agreed with statements on their knowledge (WM = 4.48). Technology and media resources were often available (WM = 3.72), although their sufficiency for different learning styles and their maintenance and updating were rated only sometimes available. A strong, significant positive relationship was found between teachers' perceptions and the extent of availability of technology and media resources (r = 0.76, p = 0.048). The study concludes that kindergarten teachers hold positive perceptions of technology integration and that the availability of technology and media resources is significantly associated with these perceptions. Schools may strengthen technology integration by enhancing technological resources, providing continuous professional development, and improving maintenance and technical support systems.