Teachers' Technological Readiness and Attitudes Toward Learning Management System Adoption: Basis for Faculty Enhancement Program

This study assessed elementary teachers’ technological readiness and attitudes toward learning management system (LMS) adoption at Casa Del Niño Schools System Inc. as the basis for a faculty enhancement program. Using a quantitative descriptive-evaluative design, the study involved all 66 eligible generalist elementary teachers during School Year 2025–2026 through total enumeration. A survey adapted from technological pedagogical content knowledge (TPACK) and LMS-attitude instruments gathered demographic information, ratings across seven readiness domains, and ratings of usefulness, ease of use, attitude, behavioral intention, and competency. Frequency, percentage, and mean were used to analyze the responses. The respondents were predominantly female (65.2%) and aged 22–29 years (75.75%). Overall technological readiness was very high (M = 3.26), with lower domain means in Content Knowledge (M = 3.12), Pedagogical Content Knowledge (M = 3.21), and integrated TPACK (M = 3.23). Overall LMS-adoption attitude was highly positive (M = 3.55); behavioral intention recorded the highest dimension mean (M = 3.64), whereas self-rated competency was relatively lowest (M = 3.45). A proposed six-month, TPACK-anchored faculty enhancement program therefore prioritizes subject-specific LMS lesson design, guided practice, peer mentoring, and formative monitoring. These descriptive findings indicate favorable perceived readiness and acceptance while identifying targeted professional-learning needs; the proposed program has not yet been evaluated for effectiveness.