Abstract
This study examined the level of teachers’ Information and Communication Technology (ICT) competence in teaching English in Clusters 1 and 2 of the Canlaon City Division, Negros Oriental, during the 2024–2025 school year, as a basis for an enhancement plan. Using a descriptive research design, data were gathered from 42 English teachers through a researcher-made questionnaire. The instrument was validated using the criteria of Good and Scates and tested for reliability using Cronbach’s Alpha with teachers from Clusters 3 and 4. Statistical tools employed included frequency, percentage, mean, and the Mann–Whitney U test. Findings revealed that most respondents were older teachers with relatively fewer years of teaching experience. Overall, teachers demonstrated a high level of ICT competence, particularly in software applications and assessment practices. However, only a moderate level of competence was observed in instructional delivery, indicating challenges in effectively integrating ICT tools during actual classroom teaching. Age was found to be a significant factor affecting ICT competence in instructional delivery, with younger teachers exhibiting higher proficiency. In contrast, educational attainment and teaching experience did not significantly influence ICT competence across most areas. The study concludes that while teachers possess adequate ICT skills, specific gaps remain in instructional delivery, software troubleshooting, and the integration of digital literacy in assessment. These findings underscore the need for targeted professional development programs that focus on practical ICT use, align digital instructional materials with learning objectives, and incorporate digital literacy into student assessment. Implementing these interventions may enhance ICT integration and improve the quality of English instruction.
Keywords: ICT competence, english teaching, instructional delivery, digital assessment, teacher professional development, enhancement plan.