ICT competency in education increases learning opportunities, nurtures critical thinking and collaboration, encourages active participation, and prepares students for the digital era. This study's key purpose is to determine teachers' competency in teaching ICT in public elementary schools in one of the districts of a large division in the Central Philippines for the school year 2024-2025. Descriptive research was conducted, and a 32-item survey questionnaire was used as a tool to gather data from forty-two (42) teachers to find out the ICT competency in teaching. Overall, teachers’ competency in teaching ICT is at a high level. Further, a significant difference was found in the level of teachers’ competency in teaching ICT in terms of technological competency when compared according to their ages and length of service. This calls for ICT division coordinators and education program supervisors to plan professional development to strengthen elementary teachers' ICT competence by integrating ICT training in the In-Service Training (INSET) of teachers anchored on the skill-set and basic competence to introduce their ICT skills further advance and meaningful ICT integrated teaching-learning to learners. Keywords:Teachers’ Competency, ICT, Technological, Pedagogical, Didactical, Social, Public Elementary Schools
Carogong et al. (Fri,) studied this question.