Abstract
This quantitative study assessed the technology-integration practices of junior high school teachers in the Barili 1 District of Cebu, Philippines, and proposed an enhancement plan based on the findings. The research utilized a quantitative survey of 99 teachers to analyze their demographics, perceived effectiveness of technology, and levels of Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK). A qualitative component, based on a SWOT analysis, explored the specific strengths, weaknesses, opportunities, and threats related to their technology use. The findings revealed that the teachers, a young, highly educated, and predominantly female group, held a strong positive belief in technology's effectiveness, with an overall weighted mean of 4.53 (Strongly Agree). Their technology integration practices were also high, with mean scores of 4.36 for TPK and 4.23 for TCK. A statistically significant positive correlation was found between perceived effectiveness and actual practice (r = 0.755), indicating that stronger beliefs in technology's value are associated with more frequent use. The study also found that Years of Teaching Experience was the only demographic variable with a statistically significant difference with technology integration (p-value of 0.003 for TPK and 0.008 for TCK). The primary challenges identified were unreliable internet connectivity, outdated equipment, and unequal student access to technology. Based on these findings, a Technology Integration Enhancement Plan was developed, focusing on infrastructure upgrades, comprehensive professional development, and strategies to ensure digital equity.
