A Drive for Digital Adoption: Digital Technology Usage, Technology Acceptance, and Professional Development Needs of Teachers in Public Schools in Sulu
DOI:
https://doi.org/10.5281/zenodo.21899710Keywords:
digital technology usage, technology acceptance, professional development, DigCompEdu, public school teachers, SuluAbstract
This study examined digital technology usage, technology acceptance, and professional development needs among public school teachers in Sulu. It assessed teachers’ use of digital tools in lesson planning, facilitating learning, and learning assessment; examined acceptance-related factors and the alignment of professional development with digital competence standards; identified predictors of digital technology usage; and tested differences across selected demographic and contextual variables. A quantitative design using descriptive, correlational, regression, and comparative approaches was employed. A total of 329 teachers were selected from a population of 2,275 through multistage cluster and simple random sampling. Data were gathered using a contextualized, expert-validated questionnaire anchored on the Unified Theory of Acceptance and Use of Technology and the DigCompEdu framework; pilot testing with 10 teachers produced Cronbach’s alpha coefficients ranging from .787 to .900. Means, standard deviations, one-sample t-tests, multiple regression, independent-samples t-tests, and analysis of variance were used. Teachers reported high digital technology usage in lesson planning (M = 3.83), facilitating learning (M = 3.49), and learning assessment (M = 3.76). Acceptance factors and professional development alignment were also high. Multiple regression showed that digital infrastructure and resources, perceived usefulness, perceived ease of use, and standards-aligned professional development significantly predicted technology usage, with the model explaining 75.0% of the variance. Usage did not significantly differ by age, length of service, sex, or place of assignment, but differed by source of energy. The findings indicate that sustainable digital adoption depends primarily on enabling infrastructure, usability, perceived instructional value, and professional development aligned with recognized digital competence standards.
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