Bridging the Digital Divide: Technological Readiness and Challenges of Retirable Teachers in Rosario, Agusan Del Sur Public Schools

Abstract

This quantitative descriptive-correlational study examined the technological readiness and challenges encountered by retirable teachers in public elementary schools in Rosario, Agusan del Sur. Fifty-two teachers aged 55 years and above were purposively selected. A validated structured questionnaire assessed technological readiness in terms of access to technology, technological skills, and attitude toward technology, as well as infrastructural, institutional, and personal challenges. Frequency counts, percentages, weighted means, and the Pearson Product-Moment Correlation Coefficient were used to analyze the data. The respondents demonstrated a high overall level of technological readiness (M = 3.65), with a high attitude toward technology (M = 4.18) and access to technology (M = 3.42), although technological skills remained moderate (M = 3.36). They also experienced a high overall level of challenges (M = 3.54), primarily infrastructural (M = 3.78) and institutional (M = 3.56), while personal challenges were moderate (M = 3.28). Technological readiness and challenges were significantly and negatively correlated (r = -0.412, p = .003), indicating that higher readiness was associated with fewer challenges. The findings emphasize that positive attitudes among senior teachers should be reinforced through age-responsive skills training, peer mentoring, strengthened institutional support, and improved ICT infrastructure to promote inclusive digital education in rural public schools.