High School Teachers’ Technological Difficulties: Basis for an Intervention Plan

Abstract

This study aimed to determine the level of technological difficulties encountered by public high school teachers during the pandemic in a secondary school in Murcia, Negros Occidental. Technological difficulties in the areas of Microsoft Office programs, multimedia platforms, and e-learning resources were ascertained. Further, the researchers determined significant differences between the levels of technological difficulties when these teachers were grouped according to sex, age, civil status, average family monthly income, and highest educational attainment. A self-made questionnaire was used to establish the difficulties of the teachers. It contained 45 items evenly distributed in the three areas, garnered a very high validity, and noted a Cronbach’s alpha reliability index interpreted as excellent. The means revealed that the level of teachers’ technological difficulty in the area of Microsoft office programs was “low,” while “moderate” for the areas of multimedia platforms and e-learning resources. Moreover, Mann-Whitney U tests revealed that significant difference is only evident in the area of e-learning resources when teachers are grouped according to age. Based on the study's results, a proposed intervention plan was formulated to lessen these teachers' technological difficulties and further their learning in technology.