Abstract
This study examined the extent of teachers’ ICT utilization in far-flung public schools in a component city in Central Philippines. Anchored on Utilization Theory and the Technology Acceptance Model (TAM), the study investigated how teachers utilize the ICT system across four key domains: ICT service delivery, program effectiveness, teacher support, and digitization of services. Using a quantitative descriptive research design, the study gathered data from the total population of 138 public school teachers from three geographically isolated schools through total population sampling. Statistical analyses were employed to describe teachers’ demographic profiles and determine the extent of ICT utilization when grouped according to age, sex, length of service, and highest educational attainment. The findings revealed that teachers generally reported a high level of ICT utilization across the four domains. Digitization of services and program effectiveness obtained the highest utilization ratings, indicating that the system significantly improved administrative efficiency, digital record management, and ICT-related processes in schools. ICT service delivery and teacher support also received favorable ratings, demonstrating that the ICT system contributed to faster processing of ICT concerns and improved access to technical assistance. When grouped according to demographic variables, slight variations in utilization levels were observed; however, statistical tests indicated that there were no significant differences in ICT utilization when teachers were grouped according to age, sex, length of service, and highest educational attainment. The results suggest that the ICT systems are widely utilized and perceived as beneficial across diverse teacher demographics in far-flung public schools, highlighting its role in supporting digital transformation in geographically isolated educational settings. Nevertheless, the findings underscore the need for continuous system enhancement, expanded digital services, and strengthened technical support to further improve usability and accessibility. Based on the results, a capability-building plan was developed to strengthen teachers’ digital competencies, improve ICT service delivery, and promote effective ICT utilization as a sustainable digital support system in public schools. The study concludes that strengthening ICT-based service systems contributes to improving administrative efficiency, supporting teachers’ digital needs, and promoting equitable access to ICT services in remote educational contexts.
Keywords: ICT utilization, teachers, program effectiveness, geographical, age, sex, length of service, and highest educational attainment.