In the contemporary era of rapid technological advancement, the integration of Information and Communication Technology (ICT) in education has become essential for effective teaching and meaningful learning. ICT enables educators to design more engaging, interactive, and student-centered learning environments while addressing diverse learning styles. It also provides access to a wide range of digital resources that can enhance both instruction and student outcomes. In this context, this study aimed to investigate the status of teachers in the Bayugan City Division with regard to their proficiency in integrating ICT into their teaching practices. The study employed a quantitative research design to systematically gather and analyze data. A total of 219 respondents participated in the study, consisting of teachers and master teachers from various schools within the division. Stratified sampling was used to select teacher respondents, while universal sampling was applied to include all master teachers. Data were collected to assess the participants’ skills, knowledge, and experiences in using ICT tools and applications in the classroom. The findings revealed that many teachers demonstrated limited skills and insufficient knowledge in certain computer applications, which hindered their ability to fully integrate ICT into their teaching. Additionally, respondents reported encountering several challenges, including limited access to technology, inadequate digital literacy, and insufficient training opportunities. Despite these challenges, efforts by the Department of Education and other stakeholders have been made to address these issues by aligning initiatives with the ICT Manual for Teachers and promoting continuous professional development programs. Furthermore, the study underscored the critical role of administrative support, proper infrastructure, and sustained investment in technological resources to ensure successful ICT integration. Strengthening these areas is essential to empower teachers and improve the overall quality of education in the digital age.
Mark Ian Domosmog (Fri,) studied this question.