Abstract
This study's primary goal was to ascertain and evaluate how Public School Teachers in Matungao District, Division of Lanao del Norte, integrated Information Technology and Communication (ICT) into their instruction for the School Year 2023-2024. The following issues were meant to be addressed: the respondents' profile; the teachers' use of ICT in the classroom as an observation tool; and the teachers' integration of ICT in terms of computer literacy, administrative assistance, and ICT use in teaching and learning. To investigate the connections between ICT integration and teachers' performance, the research used a descriptive-correlational design and a variety of statistical analyses, such as frequency, percentage, mean, standard deviation, Point-biserial correlation, Pearson correlation, and regression analysis. The regression analysis aimed at predicting teachers' classroom observational performance based on both their profiles and ICT integration revealed several significant relationships. Among subject areas taught, only Mother Tongue-Based (MTB) and Edukasyon sa Pagpapakatao (ESP) showed significant positive relationships with classroom performance, suggesting higher performance compared to the reference category of Music, Arts, Physical Education, and Health (MAPEH). Additionally, teachers with 1-4 years of experience demonstrated significantly higher classroom performance compared to those with 21 or more years. However, predictors such as age, sex, computer literacy, administrative support, and the use of ICT in teaching and learning did not show significant relationships with classroom performance. The action plan is driven by the study's findings, pinpointing areas like ICT integration, administrative support, and inclusive teaching practices for improvement.
