Author
Neil Jeff H. Opaco
Cebu Technological University – Main Campus
R. Palma St., Cebu City, Philippines
Email: new.neil77@gmail.com
Abstract
This study delineated the technology utilization profile of teachers in inclusive education at City East Elementary School, Tagbilaran City, Bohol, for the 2025-2026 school year. Employing a descriptive-correlational design and guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), it assessed the degree of technology integration across the constructs of performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intention/use behavior. Data were collected from all 32 teachers via a validated questionnaire and analyzed using descriptive and inferential statistics. Findings revealed that teachers strongly agreed on technology’s usefulness (performance expectancy) and the positive influence of collaboration and administration (social influence). However, their effort expectancy was neutral, indicating perceived difficulties in troubleshooting and pedagogical integration. Major barriers in facilitating conditions included insufficient training quality, financial constraints, frequent technical failures, and lack of planning time. Consequently, actual behavioral intention and use behavior were only at a moderate level. Statistical tests showed no significant relationship or difference in technology utilization based on teachers’ age, sex, educational attainment, experience, or training received. The study concludes that while teachers are positively inclined, systemic and practical barriers significantly hinder optimal technology integration in inclusive classrooms. Therefore, an action plan is proposed to address these gaps through targeted professional development, improved technical and institutional support, and fostering a sustainable culture of technology-enhanced inclusive pedagogy.
Keywords: Special Education, technology utilization, UTAUT, descriptive-correlational design, action plan, Tagbilaran City, Bohol, Philippines
DOI: http://doi.org/10.69651/PIJHSS0501731
Recommended citation:
Opaco, N. J. H. (2026). Delineating the technology utilization profile of teachers in inclusive education. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8075-8087. http://doi.org/10.69651/PIJHSS0501731
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