V3I9P14

Teachers’ Competence and Challenges in Implementing ICT-Based Instruction: Basis for a Training Design

Jean Cajutol-Aguillon^1*, Nelia S. Raganas, PhD²

Abstract

This study evaluated the teachers’ competence and motivation in implementing ICT-based instruction in East Butuan District 1 and identified challenges as a basis for developing a context-specific ICT training design. The study assessed competence in terms of social influence, performance expectancy, effort expectancy, and facilitating conditions, while measuring motivation through autonomy, competence, and relatedness. The research further examined the relationship between competence and motivation and identified barriers to effective ICT integration in classroom instruction. A descriptive-correlational research design was employed, involving 113 teachers from schools with internet connectivity. Data analysis established levels of competence and motivation, significant relationships among variables, and barriers to ICT implementation. Findings revealed that teachers demonstrated a very competent level in social influence and performance expectancy, with effort expectancy and facilitating conditions rated as competent as well. Teachers were motivated to integrate ICT across all measured dimensions. Performance expectancy, effort expectancy, and facilitating conditions were significantly related to motivation, whereas social influence was not. Major challenges included limited ICT resources, insufficient training, technical issues, time constraints, and inadequate internet connectivity. Consequently, a context-specific ICT training design was proposed, emphasizing hands-on workshops, practical application, ongoing technical support, and sustained professional development to enhance teachers’ digital competence and promote effective ICT-based instruction.

Keywords:

ICT-based instruction, teacher competence, teacher motivation, digital integration, ICT challenges, training design