Teacher’s Self-efficacy Towards Technology Integration in Teaching English as a Foreign Language in Selected Jolo Districts, Division of Sulu

Sitti Fatima Tiblani; Nelson Julhamid

doi:10.62596/djf5vj19

Authors

Sitti Fatima P. Tiblani School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Nelson U. Julhamid School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/djf5vj19

Keywords:

Self-efficacy, Technology, Integration, English, District

Abstract

This study looked at how confident elementary English teachers in selected districts of Jolo, Sulu are when it comes to using technology in their teaching. It used a descriptive-correlational approach and focused on public school teachers during the school year 2025–2026. The respondents varied in gender, age, academic qualifications and length of service, and they were all actively teaching English learned as a foreign language. The results showed that most of the teachers were female, 41 years old and above, and mainly held bachelor’s degrees, with many having five years or less of teaching experience. Overall, the teachers demonstrated a good degree of self-confidence in one’s abilities in integrating technology into their lessons, both in terms of their skills and strategies as well as the external factors that influence technology use. When grouped according to their profiles, no significant differences were found based on gender, educational background, and years of service. However, age made a difference older teacher (41 and above) showed higher confidence in using technology. Lastly, there was a very strong positive connection between teachers’ technology skills and the external support they perceived, meaning that those who are more skilled with technology also tend to feel more supported in using it.

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