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SCHOOL PREPAREDNESS IN THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AS CORRELATES TO K TO 12 TEACHERS COMPETENCIES AND TEACHING EFFECTIVENESS IN CITY SCHOOLS DIVISION OF PUERTO PRINCESA DISTRICT I

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ABSTRACT ILLESCAS, CAROLYN M. College of Teacher Education, Western Philippines University-Puerto Princesa Campus. March 2015. SCHOOL PREPAREDNESS IN THE INTEGRATION OF INFORMATIONAND COMMUNICATION TECHNOLOGY (ICT) AS CORRELATES TOK TO 12 TEACHERS COMPETENCIES AND TEACHINGEFFECTIVENESS IN CITY SCHOOLS DIVISIONOF PUERTO PRINCESA DISTRICT I. Adviser: Dr. David R. Perez The study was conducted to determine the school administrators’ preparedness in the integration of ICT as correlates to K to 12 teachers’ competencies and teaching effectiveness in Puerto Princesa District I. It was conducted to 12 school administrators and 157 teachers from six public elementary schools in Puerto Princesa District I. Descriptive research design particularly the survey method were used. The researcher-made survey questionnaire was used in data gathering and it was analyzed through descriptive statistics. The findings revealed that the elementary school administrators’ preparedness in the integration of ICT according to use of technology in the school; providing the technology infrastructure and viable instructional strategy were assessed by administrators and teachers as “moderately agree.” However, both of them assessed the administrators’ role as technology leader as “agree.” Meanwhile, the administrators were assessed the K to 12 teachers competencies in terms of application of technology in the class as “moderately agree” and teachers assessed themselves as “slightly agree” with regards to computer literacy administrators and teachers assessed the teachers as “slightly agree.”However, both of them were “moderately agree” as to the access to various types of technology. The study also revealed that administrators and teachers “agree” on the teaching effectiveness of K to 12 teachers in terms of demonstrates skills in the use of technology in teaching and learning and utilization of technology to enhance teaching and learning. The elementary school administrators’ preparedness in the integration of ICT in terms of use of technology in the school; providing the technology infrastructure and viable instructional strategy influence the teachers’ application of technology in the class. Accordingly, the elementary school administrators’ preparedness in the integration of ICT as to the use of technology in the school and providing the technology infrastructure do not affect the K to 12 teachers’ competencies in terms of computer literacy. The elementary school administrators’ preparedness in the integration of ICT as to the use of technology in the school and providing the technology infrastructure do not affect the K to 12 teachers’ competencies in terms of access to various types of technology but it was influenced by viable instructional strategy and administrators’ role as technology leader. The teaching effectiveness of K to 12 teachers in Puerto Princesa District I in terms of demonstrates skills in the use of technology in teaching and learning was affected by the viable instructional strategy and administrators’ role as technology leader but it was not affected by use of technology in the school and providing the technology infrastructure. Meanwhile, the teaching effectiveness of K to 12 teachers in Puerto Princesa District I in terms of utilization of technology to enhance teaching and learning was affected by providing the technology infrastructure, viable instructional strategy and administrators’ role as technology leader but it was not affected by the use of technology in the school. Further, the administrators and teachers had similar perceptions as to the preparedness in the integration of ICT, teachers’ competencies and teaching Effectiveness of K to 12 Teachers in Puerto Princesa District I.
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