The technology efficacy of the teachers in Perez Elementary school/ Riza C. Arnoza .--

Thesis (undergraduate)

College of Industrial Education .-- Bachelor of Technical Teacher Education major in Mechanical Engineering Technology, Technological University of the Philippines, 2024.

Includes bibliography.

This quantitative study investigates the relationship between the technology efficacy of
teachers in Perez Elementary School who use 21st-century digital tools and gadgets with regards
to gender, age, years of teaching, grade level taught and ICT Training for the last 5 years.
Lots of innovations have been introduced into our lives with the 21st century. They provide
numerous advantages and benefit people at all levels of society. On the other hand, these
innovations change our habits, including our teaching/learning habits. Therefore, teachers must
keep pace with such changes, which requires being competent in technological devices.
Participants in this non-experimental study were composed of fifty-six teachers in Perez
Elementary School. Survey research method was used, and data was collected using the
questions adopted from Papanastasiou and Angeli (2008). It is modified to suit the context. They
completed the demographic data and 15-item questionnaire. The research concluded that gender,
years of teaching experience, and ICT training for the last five years emerged as significant
predictors of teacher technology efficacy for both Spearman’s Rho Correlation Coefficient and
Chi Square Test. Spearman’s rho’s result shows that average of technology efficacy has a
positive correlation with gender p=0.045, Years of Teaching p= 0.027 and ICT Training for the
Last 5 years p=0.040, all of which are statistically significant at p < 0.05 while it has a negative,
but not statistically significant correlation with Age p=0.255 and Grade Level Thought p= 0.583.
Chi Square Test supports these findings which shows that gender, years of teaching and ICT
training for the last five years demonstrated statistically significant associations with technology
efficacy scores. Conversely, age and grade level thought were not found to be predictive of
teacher technology efficacy.

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In conclusion, the study highlights the importance of gender, teaching experience, and
recent ICT training in influencing teachers' self-efficacy in technology integration. These findings
can inform educational policies and interventions aimed at enhancing technology integration in
teaching practices.

Keywords: 21st century technology, teacher efficacy, mobile devices, technology efficacy