Technical and Pedagogical Readiness of Early Grade Teachers

This study assessed the technical readiness, pedagogical readiness, and pedagogical attitudes and opinions of kindergarten to Grade 3 teachers at Saint Francis College Guihulngan, Negros Oriental Incorporated, Guihulngan City. Using a descriptive-correlational survey design, the researchers gathered questionnaire responses from 10 early grade teachers and described their demographic characteristics, technology-related competencies, and instructional beliefs. The instrument included demographic questions and five-point Likert scales adapted from Alghamdi and colleagues. Frequencies, item-level response percentages, and reported correlation coefficients were used for analysis. The sample comprised nine women and one man; six teachers had two years or less of teaching experience, and eight reported attending zero to two technology-related trainings. The pedagogical-readiness items all received Agree or Strongly Agree responses; attitudes toward educational technology were likewise favorable, whereas technical-readiness responses showed greater variation, particularly for developing websites, wikis, and blogs. Reported correlations included technical readiness with teaching experience (r = −0.72198) and technology-related training count (r = −0.84397), as well as the association between pedagogical readiness and pedagogical attitudes (r = 0.494929). The source reported no p-values or confidence intervals, preventing conclusions about statistical significance. An enhancement program emphasizing advanced digital skills, contextualized instructional integration, and sustained mentoring was proposed. The findings offer school-specific evidence of teachers’ self-reported preparedness, while their small sample and absence of classroom observations limit broader inferences.