Teachers’ Competence and Attitude Toward Information and Communications Technology Integration In The New Normal

This study investigated the teachers’ competence and attitude toward Information and Communication Technology (ICT) integration in the teaching-learning process in the new normal education among Junior and Senior High School teachers in Infanta District, Pangasinan. Specifically, it determined the respondents’ demographic profile, level of ICT competence, attitude toward ICT integration, and the significant relationships among these variables. A descriptive-correlational research design was employed, using a structured survey questionnaire administered via Google Forms to 74 teacher respondents from Bayambang National High School, Cato National High School, and Infanta Integrated School. Frequency counts, percentages, weighted means, Spearman's rank correlation, and Eta coefficient were used to analyze the data. Findings revealed that teachers were generally competent in integrating ICT in the teaching-learning process, obtaining an overall weighted mean of 3.36. Teachers showed higher competence in using productivity tools, social media applications, messaging applications, and video conferencing tools, while lower competence was observed in interactive online tools and open educational resources. Results further showed that teachers had a positive attitude toward ICT integration, with an overall weighted mean of 3.70. Significant relationships were found between ICT competence and variables such as age, length of service, number of ICT-related seminars attended, civil status, and specialization. Moreover, teachers’ attitudes toward ICT integration were significantly correlated with their ICT competence. The study concluded that teachers are competent and have favorable attitudes toward ICT integration; however, ongoing ICT training and professional development programs remain necessary to further enhance their competencies.