ICT Competence and Instructional Delivery of Technology and Livelihood Education Teachers

Abstract: This study determined the relationship between ICT competence and instructional delivery among Junior High School Technology and Livelihood Education (TLE) teachers in the Department of Education Capiz Division during School Year 2025-2026. Anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and Rogers' Diffusion of Innovations Theory, the study examined teachers' technological competence, pedagogical ICT competence, content-specific ICT competence, and attitude toward ICT, as well as their instructional delivery in terms of lesson planning, learning activities, assessment practices, and instructional innovation. The study employed a descriptive-correlational research design. The respondents were 100 Junior High School TLE teachers selected through stratified random sampling from public secondary schools in the DepEd Capiz Division. Data were gathered using a researcher-made and validated questionnaire, which obtained a Cronbach's alpha coefficient of 0.851 during pilot testing. Frequency, percentage, weighted mean, standard deviation, Pearson Product-Moment Correlation, and multiple regression analysis were used in treating the data. Findings showed that the TLE teachers had a high level of ICT competence, with a general mean of 4.20. Content-specific ICT competence and attitude toward ICT were rated very high, while technological competence and pedagogical ICT competence were rated high. Instructional delivery was rated good, with a general mean of 3.91 across lesson planning, learning activities, assessment practices, and instructional innovation. A significant moderate positive relationship was found between ICT competence and instructional delivery (r = 0.613, p = 0.000). Regression results further revealed that pedagogical ICT competence was the only significant predictor of instructional delivery (Beta = 0.735, p = 0.000), while technological competence, content-specific ICT competence, and attitude toward ICT were not significant predictors. The model explained 46.5 percent of the variance in instructional delivery. The study concludes that ICT competence is meaningfully associated with instructional delivery, but the pedagogical use of ICT plays the most decisive role in improving TLE teaching. It is recommended that professional development programs for TLE teachers prioritize pedagogical ICT integration, technology-supported lesson planning, assessment, and instructional innovation.

Keywords: ICT Competence, Instructional Delivery, TLE Teachers, Technology Integration, Pedagogical ICT Competence, Descriptive-Correlational Study.