UNVEILING the Plight of the Physical Education Teachers in the Information Age: A Convergent Parallel Approach to Relate Teacher Profile and Technology INTEGRATION

Abstract

This study examined the technology integration of in-service Physical Education teachers in elementary, junior, and senior high schools in North Cotabato. This convergent parallel mixed-methods study used a descriptive-comparative design to identify significant differences in technology integration among 150 PE teachers based on their profiles. It also used phenomenological research to explore the 17 PE teachers’ lived experiences with technology integration and the role of these experiences in shaping their beliefs, attitues, and commitment. The mean, standard deviation, t-test, and ANOVA were used to interpret quantitative data. Thematic analysis was used to analyze qualitative data. The overall status of the PE teachers’ technology integration is high, with significant differences based on the grade level taught. The lived experiences evolved around the following themes: awareness of ICT functionality and relevance, embracing the importance of technology integration, and the challenges and deficiencies that must be addressed in technology integration. The role of participants’ lived experiences in their beliefs, attitudes, and commitment to technology integration evolved into the following themes: widens beliefs about classroom technology use, inculcates a positive attitude towards technology integration, and stabilizes commitment to technology integration. This study revealed quantitative and qualitative findings with a merging nature and converging functions.