Teachers’ Beliefs and Competency Level of Technology Integration in Teaching Mathematics among Selected Public Junior High Schools in Sulu

Ajir Radjani; Ricky Morales Jr.

doi:10.62596/y77yqd19

Authors

Ajir M. Radjani School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Ricky S. Morales Jr. School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/y77yqd19

Keywords:

Technology Integration, Teachers’ Beliefs, Mathematics Education, ICT Competency, Secondary Education

Abstract

This study examined teachers’ beliefs and their level of competency in using technology for mathematics instruction among selected public junior high schools in Jolo, Sulu during the School Year 2025–2026. A descriptive–correlational design with a quantitative approach was employed, involving 100 teacher-respondents selected through purposive sampling. Data were gathered using a validated questionnaire adapted from Thurn (2017) and analyzed through both descriptive and inferential statistical methods, including t-test, one-way analysis of variance (ANOVA), and Pearson correlation. The results indicate that teachers demonstrate positive perceptions of technology integration and a high level of competency in its use. Significant differences were observed when respondents were grouped according to age, educational attainment, and length of service, while gender showed no significant variation except in one domain. Furthermore, a significant positive relationship was identified between teachers’ beliefs and their level of competency. Overall, the findings emphasize the need to strengthen both teachers’ attitudes and skills through continuous professional development and institutional support to enhance the effective integration of technology in mathematics instruction.

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