Abstract
This study explored the level of teachers’ proficiency in Information and Communication Technology in a public secondary school within a medium-sized Schools Division in Central Philippines for the School Year 2025-2026 as a basis for a capability-building plan. Using a quantitative descriptive research design, data were collected from 126 public secondary school teachers using purposive sampling techniques. Teachers’ proficiency in Information and Communication Technology was evaluated across four key areas: digital Literacy, educational technology tools, and digital communication and collaboration. The researcher also examined how demographic factors, such as age, sex, and the number of trainings attended in ICT, influenced the results. The demographic analysis revealed that the respondents consist of a relatively balanced mix of younger and older teachers, with a slight predominance of younger ones. Most of the respondents are female. However, many teachers have attended only a limited number of ICT-related trainings. Results showed that teachers generally possess a high level of proficiency in ICT, particularly in digital literacy, educational technology tools, and digital communication and collaboration. Slightly lower confidence was observed in troubleshooting basic computer issues, proficient use of emerging technologies such as Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR) in instructions, and in designing and delivering online courses. In the comparative analysis, significant differences in ICT proficiency were found based on age and number of ICT trainings attended, but not by sex. Younger teachers and those with more ICT training scored higher in digital literacy, educational technology tools, and digital communication and collaboration. This emphasizes that age and training exposure are key factors influencing ICT proficiency, while sex does not significantly affect it. Overall, the results indicate that teachers are highly capable of incorporating ICT into their professional practice. However, continuous training and support programs are essential to ensure that all teachers—especially those who are older or have limited exposure—can effectively integrate modern technologies into teaching and learning.
Keywords: Information and communication technology, proficiency, digital literacy, educational technology tools, and digital communication and collaboration