Author

April Michell M. Java
Cebu Technological University – Main Campus
Cebu City, Philippines
Email: Javabells17@gmail.com

Abstract

This study assessed the influence of perceptions on the engagement levels of teachers using Assistive Technology (AT) at Poog Elementary School, Toledo City, during the 2025-2026 school year. Utilizing a descriptive-correlational design, it surveyed all 30 teachers to profile their demographics, measure their perception and engagement levels, and determine the relationship between these variables. Findings revealed a predominantly female teaching force with varied experience, critically highlighting that 76.67% had no or only limited formal AT training. Despite this, teachers exhibited a positive overall perception (Weighted Mean=4.10), strongly acknowledging AT’s value for diverse learners and identifying training as a key barrier. Their engagement was high (Weighted Mean=3.76), particularly in modifying lesson plans. A significant, moderate positive correlation (r=0.649, p=0.000) was found between perception and engagement, leading to the rejection of the null hypothesis. This confirms that more favorable perceptions predict higher engagement in AT use. The study concludes that while teachers are willing and active users of AT, a profound training deficit remains a critical impediment. It is recommended that the proposed Action Plan focusing on capacity-building, resource provision, and fostering a collaborative community of practice be implemented to enhance teacher competence and optimize AT integration for learners with disabilities.

Keywords: Special Education, Assistive Technology, teacher perception, teacher engagement, inclusive education, descriptive-correlation, action plan, Toledo City

DOI: http://doi.org/10.69651/PIJHSS0501718

Recommended citation:
Java, A. M. M. (2026). Influence of perceptions on engagement levels among teachers using Assistive Technology in Toledo City. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7943-7952. http://doi.org/10.69651/PIJHSS0501718

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