ICT Integration Competencies and Motivation to Use Technology among Public Elementary School Teachers

Abstract

This study examined the ICT integration competencies and motivation to use ICT among public elementary school teachers. Specifically, it described the respondents’ demographic and professional profiles, assessed their level of ICT integration competencies in terms of preparation, production, instruction, development, and issues, and determined their level of motivation to use ICT in terms of intrinsic motivation, extrinsic motivation, and amotivation. It also tested the relationship between the respondents’ profiles and their ICT integration competencies and motivation to use ICT. A descriptive–correlational research design was employed, with data gathered from 173 teachers using a structured questionnaire. Results revealed that teachers demonstrated a very high level of ICT integration competencies across all areas. Both intrinsic and extrinsic motivation to use ICT were also rated very high, although some challenges contributing to amotivation were noted. Furthermore, ICT integration competencies were not significantly related to teachers’ profiles, while motivation to use ICT was significantly influenced by school assignment and number of relevant trainings attended. The findings highlight the importance of institutional support and continuous professional development in promoting effective ICT integration in teaching.