Author
Lyncie G. Tseng*
Northeastern College, Santiago City, Isabela, Philippines
Alma P. Gonzales, PhD
Northeastern College, Santiago City, Isabela, Philippines
Abstract
Digital technology has been an important component of elementary instruction, making effective school ICT management essential for supporting teachers’ classroom practices. Nevertheless, limited attention has been given to how school-level ICT management relates to teachers’ integration of digital technologies in Philippine elementary schools. This study assessed school ICT management practices and teachers’ integration of digital technologies in instruction at Balasig Elementary School, Cabagan, Isabela. A descriptive-correlational design was employed with 25 teachers selected through total enumeration. Data were gathered using a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation. Results showed that school ICT management practices were highly practiced (M = 4.18), while teachers’ integration of digital technologies was also high (M = 4.11). A significant positive relationship was found between ICT management practices and technology integration (r = .68, p < .001). The findings indicate that school-level ICT management may provide important support for classroom technology use. Schools should sustain ICT management practices while strengthening teacher training, technical assistance, and the use of digital technologies for assessment and interactive learning.
Keywords: ICT management, digital technology, technology integration, elementary education, teacher support.
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05031503
Recommended citation:
Tseng, L. G., & Gonzales, A. P. (2026). Managing ICT for instructional integration: Evidence from a Philippine elementary school. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3878-3883. http://doi.org/10.69651/PIJHSS05031503
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