Teacher’s Information and Communication Technology (ICT) Literacy, Administration’s Technological Support, and Teacher’s Competence

Abstract

This descriptive study determined how the teacher’s Information and Communication Technology (ICT) literacy and the
University administration’s technological support contribute to improve teacher’s competence in the delivery of instruction. A
correlational design utilizing a researcher-made survey questionnaire was employed. involving 102 teacher-respondents selected
using the simple random technique. Results revealed that there is a significant relationship among the teachers’ level of ICT
literacy, technological support, and their level of competence. This study then recommends that teachers must align their
potentials for significant and positive use of ICT, maximize the utilization of Information and Communication Technology (ICT)
and consider the creation of program to maximize use of Information and Communication Technology (ICT) at school