Implementation of Digital Integration Among Public Elementary School Teachers in Talipao District, Division of Sulu

Rasher Wahiddan; Masnona Asiri

doi:10.62596/kvzm1k44

Authors

Rasher B. Wahiddan School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/kvzm1k44

Keywords:

Digital Integration, Educational Technology, Teacher Readiness, Digital Infrastructure, School Support, Digital Pedagogy

Abstract

This study assessed the extent of implementation of digital integration among public elementary school teachers in Talipao District, Division of Sulu. It employed a descriptive-correlational research design involving 100 teacher-respondents selected through purposive sampling, with data analyzed using frequency, percentage, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. The study examined digital integration in terms of teacher readiness, availability of digital technology infrastructure, and school support, considering respondents’ demographic profiles such as age, gender, civil status, educational attainment, and length of service. Findings revealed that most respondents were 31 years old and above, predominantly female, married, serving for 6–10 years, and bachelor’s degree holders. Results showed that the extent of implementation of digital integration across all domains was generally perceived favorably, consistently receiving “Agree” to “Neutral” ratings. Female teachers demonstrated better perceptions of digital integration implementation in the district. A moderately positive significant correlation was also observed, validating the Technology Acceptance Model, which suggests that adequate digital tools and school support reduce barriers to technology adoption. The findings further indicate that school heads play a vital role in teachers’ behavioral intention to integrate technology. This is reinforced by the TPACK framework, particularly technological knowledge (TK), emphasizing that teachers’ ability to integrate technology with pedagogy is strengthened through accessible infrastructure. Overall, the study highlights the importance of digital modernization in enhancing digital pedagogy, access to digital tools, and the overall educational environment.

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