Teachers’ Competencies and Challenges on the Technological Manipulation and Performance in the New Normal

Abstract

The call to abreast the global demand for ICT manipulation is one of the challenges in some third-world countries. Employees, like teachers, are the front liner in showcasing ICT manipulation, but for the teachers who have rendered 25 years of a teaching position, there is a tendency to need to catch up due to fast trends in ICT. This study explored teachers’ competencies and challenges in technological manipulation in the new normal in Region XII. It also examined the relationship between teachers' profile and their performance and the association between these performances and their competencies in ICT manipulation. The descriptive-correlational research design was employed. Adopted survey questionnaires were used to gather data from 198 respondents through a complete enumeration sampling technique. Frequency, percentage, mean, standard deviation, and regression analysis were used for accurate data analysis and interpretation. Hypotheses were tested at 0.05 level. As a result, most teachers in Region 12 are female, 51-55 years old, Teacher II to Master Teacher II, assigned in Grades I – VI in schools within the town, and have Master′s Degree units or CAR. Findings revealed that teachers experienced a moderate level of ICT manipulation, despite outstanding performance. Their performance was outstanding. Age and educational qualification of teachers were significantly related to their performance, while their gender, position, grade assignment, and school site were not. Teachers’ levels of competence in ICT manipulation do not hinder their performance.