Teachers’ ICT Competence and their Challenges on Learner Information System in Elementary Grades
TL;DR
The study concluded that teachers are generally ICT-competent, but data management issues still affect LIS implementation and it is recommended that teachers pursue graduate studies, while education leaders provide targeted training on data analysis and LIS utilization, strengthen data quality assurance practices, and implement profile-responsive professional development and support programs to enhance effective LIS management.
Abstract
The rapid integration of ICT in basic education requires teachers to be digitally competent for effective Learner Information System (LIS) utilization despite persistent data management challenges. This study aimed to determine the teachers’ ICT competence and their challenges on Learner Information System in elementary grades during the School Year 2025-2026. Specifically, it described the respondents’ profile; found out the respondents’ level of ICT competence; examined the respondents’ extent of LIS challenges; determined whether the respondents’ ICT competence significantly relates to their LIS challenges; and tested whether the respondents’ profile moderated this relationship. The study employed a quantitative descriptive-correlational research design involving 180 public elementary grade teachers from selected schools in Villanueva Districts, Misamis Oriental, using universal sampling. Data were gathered through a researcher-made questionnaire. Statistical tools used were frequency and percentage, weighted mean, standard deviation, Pearson product-moment correlation, and Z-test. Results revealed that most respondents were 30 years old and below, Teacher I, had 6-10 years of teaching experience, possessed a master's degree, and attended district/ school-level trainings. Teachers demonstrated a competent level of ICT competence, with system management rated as highest and data analysis as lowest. LIS challenges were evident to some extent, with data management as the greatest concern, and technical as the lowest. Findings further showed a significant relationship between ICT competence and LIS challenges, while respondents’ profiles significantly moderated this relationship. The study concluded that teachers are generally ICT-competent, but data management issues still affect LIS implementation. It is recommended that teachers pursue graduate studies, while education leaders provide targeted training on data analysis and LIS utilization, strengthen data quality assurance practices, and implement profile-responsive professional development and support programs to enhance effective LIS management.