ICT Perceived Barriers and Self-Efficacy as Predictors of Competencies among Teachers in CKPRISEA SCHOOLS

Abstract

This study determined the significant influence of ICT perceived barriers and self-efficacy on the ICT competencies of non-computing teachers delivering computer subjects in the City of Koronadal. The study employed a quantitative research design, specifically a descriptive correlational research design. The respondents were selected through purposive quota sampling from a pool of 50 non-computing teachers. Three expert-validated and reliability-tested questionnaires were utilized to assess ICT barriers, self-efficacy, and ICT competencies. The results showed that the level of perceived ICT barriers among teachers was high, while the levels of self-efficacy and Teachers' ICT competencies were rated very high. A significant positive relationship was found between self-efficacy and ICT competencies, as well as between ICT barriers and competencies. The multiple regression analysis revealed that self-efficacy was the strongest predictor of ICT competencies, whereas ICT barriers did not have a significant influence. This implies that enhancing teachers' self-efficacy is associated with improved ICT competencies, underscoring its critical role in mitigating perceived barriers.