ICT Competencies and Performance of ICT Coordinators in Moncada

Asian Journal of Multidisciplinary Studies Vol.
3,
No. 1, (2020)
ISSN 2651-6691 (Print)
ISSN 2651-6705 (Online)
ICT Competencies and Performance of ICT Coordinators in

Moncada
Ethel Grace R. Gabriel1
Pangasinan State University – School of Advanced Studies, Urdaneta City, Pangasinan
[email protected]
Abstract – This study determined the level of competencies and performance of thirty – one (31) ICT Coordinators
in public elementary schools in Moncada. It employed a descriptive - comparative – correlational research design.
In gathering the data, a researcher – made questionnaire was given to the respondents. Descriptive statistics,
multivariate analysis of variance, paired t – test and Pearson product – moment correlation were used to treat the
data gathered. Results showed that the ICT Coordinators are generally young adults, male, bachelor’s degree
holders, have limited number of trainings related to ICT, and are newly designated as school ICT Coordinators.
The ICT Coordinators are highly competent as perceived by their immediate supervisors and by themselves. The
level of competency of ICT Coordinators has no bearing on their performance. The researcher recommends that
the administrators shall conduct training – workshops focused on ICT Systems and Infrastructure Management and
ICT Programs and Projects and Policies and Standards Implementation; design comprehensive Key Result Areas
(KRAs) as basis for Individual Performance Commitment (IPC) of ICT Coordinators; provide job description for
ICT Coordinators’ designation; and monitor the strict implementation of the Individual Work Plan (IWP) of the
ICT Coordinators.
Keywords – ICT, ICT Coordinators, Competence, Performance
INTRODUCTION dedicated computer facilities available to teachers

reported that it led to the use of higher quality and
Over the years, Information and
creative teaching resources in classrooms. It was then
Communication Technology (ICT) has undoubtedly
believed that when students are more exposed to
changed the lives of people. It has posed a lot of
different kinds of ICT, they tend to perform better in
benefits from making communications faster and more
schools and could pose higher level of learning. Thus,
efficient to making information circulate in just a blink
there is a need that educators are equipped with enough
of an eye. Moreover, it has also contributed a lot not
ICT skills in order to deliver their lessons well.
just in the technological field but also to the
ICT competent teachers play an important role
educational sector.
in delivering the worldwide change in education and
ICT has impacted the educational field through
learning such that they should become the spark and
its rapid development and changes. Many researches
authors of ICT based learning. Consequently, Ilomaki
have been conducted on how ICT has influenced
[1] said that teachers’ good ICT competence help them
today’s education. Ilomaki [1] found out that the use of
adopt new pedagogical practices and integrate ICT in a
ICT in schools was very good since learners become
meaningful way.
more capable of easily acquiring knowledge because
However, some studies showed that teachers do
they seem to be more motivated to learn. Infodev.org
not maximize the benefits ICT could offer. In his
[2] mentioned that ICT generally, can empower both
research, Buabeng – Andoh [4] enumerated factors that
teacher and learners and foster the development of 21st
influence the use of ICT in teaching and these include
century skills. Moreover, ICT – based instruction also
the following: lack of teacher confidence; lack of
plays vital role in improving learner’s motivation and
pedagogical teacher training; lack of suitable
performance.
educational software; limited access to ICT; rigid
Apparently, on a survey done by Inspectorate
structure of traditional education systems; and
Evaluation Studies in 2008 [3], schools that made
ISSN 2651-6691 (Print) | ISSN 2651-6705 (Online) | asianjournal.org

Asian Journal of Multidisciplinary Studies Vol. 3,
No. 1, (2020)
restrictive curricula. He concluded that knowing the laboratory and willing to be trained on lab
extent to which these barriers affect individuals and management including hardware fundamentals and
institutions may help in taking a decision on how to servicing. Aside from facilitating DepEd ICT enabled
tackle them. systems (LIS, EBEIS, LRMDS, etc.), the ICT
In the Philippine context, ICT has also played coordinator shall oversee all aspect of ICT in the
an important factor in the educational sector. The school, such as taking charge in training teachers and
government is very diligent in providing every school staff in integrating ICT in education, and shall take
with ICT equipment through its Project CARES initiative diagnostics and recommendation to ensure
designed by the Senate Committee on Education in that ICT resources are effectively utilized.
cooperation with the Department of Education, Culture However, not all ICT coordinators are equipped
and Sports (DECS) in March 2001. The said project with knowledge and skills in implementing the above
aims to provide public schools and district offices with programs. Just like in the case of the ICT coordinators
“computer-based management and operations support in Moncada who are merely pinpointed by their school
tools…and eventually make elementary and high heads to become one. They are not IT experts because
school principals…more efficient and productive in most of them are mere teachers. Most of these ICT
their work” - former DECS Undersecretary for Coordinators are not graduates of any IT related course
Administration Isagani R. Cruz. but rather education courses. Likewise, majority of
Presently, the Department of Education them are newly hired teachers and are new in the field
(DepED) has made ICT an integral part of the learning of ICT and do not handle ICT lessons. Accordingly,
areas with its K – 12 curriculum. ICT has become one these coordinators lack training in terms of the
of the subjects taught in Edukasyong Pantahanan at different aspects of ICT. Thus, it is on this premise that
Pangkabuhayan starting from Grade IV to Grade 10. a competency - based assessment will be conducted to
The DepEd has also launched the DepEd measure the level of ICT competencies of the ICT
Computerization Program (DCP) that aims to provide Coordinators in Moncada in order to design an ICT
every public school a functional and equipped E – program suitable according to their needs.
classroom. Likewise, the department also launches the
program Laptop for Teachers Project (LT4T) which THEORETICAL FRAMEWORK
targets to provide laptops to every teacher in public This study is anchored on the Diffusion of
schools. Moreover, DepEd has also launched the Innovation (DOI) Theory, developed by E.M. Rogers
DepED Internet Connectivity Program (DICP) that in 1962. As cited in sphweb.bumc.bu.edu [7], DOI is
will provide free internet connection to public schools. one of the oldest social science theories. It originated
The Philippine Government has shown its best in in communication to explain how, over time, an idea or
providing better and quality access to ICT. But, there is product gains momentum and diffuses (or spreads)
still a lacking component, who will implement these through a specific population or social system. The end
programs of the department? result of this diffusion is that people, as part of a social
Due to succeeding release of DepEd Orders, system, adopt a new idea, behavior, or product.
Memoranda and Advisories, the DepEd through its Adoption means that a person does something
Information and Technology Office (ITO) has differently than what they had previously (i.e.,
designated ICT coordinators in each school. Section 1.f purchase or use a new product, acquire and perform a
of DepEd Order No. 68, series 2011[5] reiterates the new behavior, etc.). The key to adoption is that the
designation of a School ICT coordinator as a person must perceive the idea, behavior, or product as
secondary focal person responsible for operating the new or innovative. It is through this that diffusion is
Enhanced Basic Education Information System possible.
(EBEIS). Furthermore, DepEd Order No 78, series Adoption of a new idea, behavior, or product
2010 [6] or the Guidelines on the Implementation of (i.e., "innovation") does not happen simultaneously in
the DepEd Computerization Program (DCP) says that a social system; rather it is a process whereby some
at least one (1) teacher should be assigned to handle people are more apt to adopt the innovation than
Computer Education classes, to manage the computer others. Researchers have found that people who adopt

No. 1, (2020)
an innovation early have different characteristics than Fourth, the Late Majority - these people are
people who adopt an innovation later. When promoting skeptical of change, and will only adopt an innovation
an innovation to a target population, it is important to after it has been tried by the majority. Strategies to
understand the characteristics of the target population appeal to this population include information on how
that will help or hinder adoption of the innovation. many other people have tried the innovation and have
There are five established adopter categories, and adopted it successfully.
while the majority of the general population tends to Fifth, the Laggards - these people are bound by
fall in the middle categories, it is still necessary to tradition and very conservative. They are very
understand the characteristics of the target population. skeptical of change and are the hardest group to bring
When promoting an innovation, there are different on board. Strategies to appeal to this population
strategies used to appeal to the different adopter include statistics, fear appeals, and pressure from
categories. First, (1) Innovators - these are people who people in the other adopter groups.
want to be the first to try the innovation. They are The stages by which a person adopts an innovation,
venturesome and interested in new ideas. These people and whereby diffusion is accomplished, include
are very willing to take risks, and are often the first to awareness of the need for an innovation, decision to
develop new ideas. Very little, if anything, needs to be adopt (or reject) the innovation, initial use of the
done to appeal to this population. innovation to test it, and continued use of the
Second, the Early Adopters - these are people who innovation. There are five main factors that influence
represent opinion leaders. They enjoy leadership roles, adoption of an innovation, and each of these factors is
and embrace change opportunities. They are already at play to a different extent in the five adopter
aware of the need to change and so are very categories: (1) Relative Advantage - the degree to
comfortable adopting new ideas. Strategies to appeal to which an innovation is seen as better than the idea,
this population include how-to manuals and program, or product it replaces; (2) Compatibility -
information sheets on implementation. They do not how consistent the innovation is with the values,
need information to convince them to change. experiences, and needs of the potential adopters; (3)
Third, the Early Majority - these people are rarely Complexity - how difficult the innovation is to
leaders, but they do adopt new ideas before the average understand and/or use. (3) Triability - the extent to
person. That said, they typically need to see evidence which the innovation can be tested or experimented
that the innovation works before they are willing to with before a commitment to adopt is made; and (4)
adopt it. Strategies to appeal to this population include Observability - the extent to which the innovation
success stories and evidence of the innovation's provides tangible results.
effectiveness.
Coordinators. The figure shows that the level of ICT

CONCEPTUAL FRAMEWORK
competency of ICT coordinators differs with respect to
The independent variables in the study are the their profile. Also, the performance of ICT
profile of the respondents namely age, sex, length of Coordinators is related to the level of ICT
experience, highest educational attainment and Competency.
trainings attended while the dependent variables are
the level of ICT Competency and Performance of ICT

No. 1, (2020)
Profile of the
respondents
a. age
b. sex
c. length of Level of ICT Performance of
experience Competency ICT Coordinators
d. highest
educational
attainment
e. trainings
attended
Figure 1: Conceptual Framework

OBJECTIVES OF THE STUDY Implementation; (c) level of performance of the ICT
Coordinators based on their Individual Performance,
This study determined the ICT Competencies and Commitment and Review (IPRC) rating along ICT
Performance of ICT Coordinators in public elementary Systems and School Infrastructure Management, ICT
schools in Moncada. Specifically, it sought to Programs and Projects, ICT Technical Assistance, and
determine the following: (a) profile of the respondents ICT Programs and Projects and Policies and Standards
in terms of age, sex, highest educational attainment, Implementation; (d) Compare the level of ICT
number of trainings attended related to ICT; and length competencies across the respondents’ profile?; and (e)
of experience as ICT Coordinator; (b) level of Test the relationship between the level of ICT
competency of the ICT coordinators’ in performing competencies and performance of ICT Coordinators in
their assigned duties and functions along ICT Systems public elementary schools in Moncada.
and School Infrastructure Management, ICT Programs
and Projects, ICT Technical Assistance, and ICT
Programs and Projects and Policies and Standards
and Moncada North Districts. Thirty – one (31) school
MATERIALS AND METHODS administrators also served as respondents in this study.
Research Design Non - probability sampling was employed. Particularly,
This study used a Descriptive – Comparative - this research utilized the purposive sampling complete
Correlational Research Design. It is descriptive because enumeration technique. Since every public school in
it aims to describe the level of competency and Moncada has only one (1) school ICT coordinator, all
performance of ICT coordinators in Moncada. It is of the public elementary school ICT coordinators as
comparative because it examined the difference well as their respective school heads in the said
between the level of competency of ICT coordinators municipality served as the respondents of this research.
across their profile. It is correlational because it
determined the relationship between the performance Data Gathering Instrument and Procedures
and level of competency of ICT coordinators. In this study, a five – point Likert – type researcher
- made questionnaire served as a research instrument.
Samples of the Study The instrument consists of two parts: part A is about the
The respondents of this study were all of the thirty – profile of the respondents and part B includes the level
one (31) school ICT coordinators of Moncada South of competency of the ICT coordinators. Another set of
questionnaire was also used in determining the level of

No. 1, (2020)
performance of the ICT coordinators. The second set of between the levels of competency across respondents’
questionnaire is for the school administrators and school profile. Additionally, paired t - test was employed to
ICT Coordinators. It is a five – point Likert researcher – identify the difference between the level of performance
made questionnaire which is likened to an Individual of the ICT coordinators as perceived by their immediate
Performance and Commitment Review Form (IPCRF) supervisors and by themselves. Likewise, Pearson
having five (5) indicators such that each indicator has product-moment correlation coefficient was utilized to
five (5) sub – indicators as well. In gathering the data find the relationship between the level of ICT
needed for the study, the researcher asked permission Competencies and Performance of ICT Coordinators.
from the dean of the university to conduct the study. RESULTS AND DISCUSSION
Next, she got the consent of the schools division Profile of the Respondents
superintendent and school heads where the Table 1 presents the profile of the respondents in
questionnaires were floated. After which, the researcher terms of age, sex, highest educational attainment,
distributed the instruments and were also retrieved the number of trainings attended related to ICT and the
same day. The data gathered were given to the length of experience as ICT coordinator.
statistician for thorough tabulation and analysis.
On Age. As shown in table 1, ICT coordinators
Statistical Analysis of Data whose age ranges from 31 – 40 posted the highest
To analyze the data gathered, descriptive statistics, frequency (15 or 48. 94%) followed by those who are
Paired t – test and Pearson product-moment correlation 21 – 30 years old (13 or 41. 94%). Two of the
coefficient were used. Descriptive statistics including respondents are in their middle adulthood (41 – 50 or
frequencies, percentages, and weighted means were 6.45%) and one (1) ICT coordinator aged 51 – 60
employed to present and analyze the data gathered for (3.23%). The results indicate that majority of the
the first, second and third problems. Further, for the respondents are middle aged.
fourth problem, Multivariate Analysis of Variance
(MANOVA) was used to identify the difference
Table 1
Profile of the ICT Coordinators in Moncada
n = 31
Profile Category Frequency Percentage
Age 21-30 13 41.94
31-40 15 48.39
41-50 2 6.45
(Mean: 32.71) 51-60 1 3.23
Sex Male 23 74.19
Female 8 25.81
Highest Educational Attainment BS/BA graduate 11 35.48
BS with MA/MS units 10 32.26
MA/MS graduate 5 16.13
MA/MS with Doctoral units 1 3.23
Ed. D. /Ph. D. 3 12.92
No. of Trainings Attended Related to None 2 6.45
ICT 1 to 5 28 90.32
6 and above 1 3.23
Length of Experience As ICT Less than 1 Year 3 9.68
Coordinator 1-5 Years 20 64.52

No. 1, (2020)
(Mean: 3.97) 5 Years Above 8 25.81
On Sex. As to sex, majority of the respondents have been assigned as coordinators within the range of
are male (23 or 74.19% )while female ICT coordinators 1 to 5 years, and eight (25.81%) of them are doing the
only posted a frequency of eight (8) or 25.81%. This job for about 6 years and above, while the remaining
denotes that most of the ICT coordinators in Moncada three (9.68%) are newly assigned in the job. This shows
are male. that majority of the respondents are assigned as
On Highest Educational Attainment. It can coordinator for a short period of time thus it can be
be seen in the table that eleven (11) or 35. 48% of the deduced that they have minimal experience as to doing
ICT coordinators are bachelor’s degree holders while the job as ICT coordinator.
ten (10) or 32.26% have master degree units, followed
by five (5 or 16.13%) who are graduates of master Level of Competency of ICT Coordinators in
degree, three (3 or 12.92%) have finished their Performing their Duties and Functions
Doctorate degrees and only one (1 or 3.23%) has Tables 2 to 5 reveal the level of competency of
Doctorate units. Generally, this indicates that the ICT ICT coordinators in performing their duties and
coordinators in Moncada continue to pursue higher functions along ICT systems and school infrastructure
education for the betterment of their craft. management, ICT programs and projects, ICT technical
On Number of trainings Attended Related to assistance and ICT programs and projects and policies
ICT. The ICT coordinators attend number of seminars and standards implementation. Table 6 shows the
related to ICT which ranges from zero to six. Majority summary of the level of competencies of ICT
(28 out of 31) of the ICT coordinators had 1 to 5 in coordinators in performing their duties and functions
service training pieces while only one (3.23%) had
attended six or more seminars and trainings. The ICT Systems and School Infrastructure
remaining two (6.45%) ICT coordinator – respondent Management
had not attended any in service training related to ICT. The respondents rated themselves as ‘highly’
The results show that the ICT coordinators give high competent along ICT systems and school infrastructure
value in attending seminars and trainings for it will management with a weighted mean of 3.63. Further, the
contribute significantly in performing their job results show that the ICT coordinators have ‘high’
competently and for them to become more updated and competency levels in all the indicators under ICT
upgraded in the field of ICT. systems and school infrastructure management with
On Length of Experience as ICT ‘conducting inventory of all the school ICT equipment
Coordinator. It can be gleaned from the data that most and submits this to the school property custodian’
(20 or 64.52%) of the ICT Coordinators in Moncada having the highest weighted mean (WM) of 4.16.
Table 2
Level of Competency along ICT systems and school infrastructure management
n=31
Indicators VH H MH L VL WM DE
1. Inspects and oversees the maintenance of the ICT equipment inside
4 12 12 2 1 3.52 H
the school E – classroom
2. Makes use of the ICT equipment inside the E – classroom 3 12 14 1 1 3.48 H
3. Identifies problems regarding ICT packages and reports these to
3 11 14 3 0 3.45 H
suppliers and SDO – ICT Unit
4. Conducts inventory of all the school ICT equipment and submits this
12 12 7 0 0 4.16 H
to the school property custodian
5. Prepares ICT Development Plan as part of the School Improvement
2 14 14 0 1 3.52 H
Plan

No. 1, (2020)
Weighted Mean 3.63 (High)

Note: DE=Descriptive Equivalent; WM=Weighted Mean;
4.21 – 5.00 Very High (VH), 3.41 – 4.20 High (H), 2.61 – 3.40 Moderately High (MH), 1.81 – 2.60 Low (L) and
1.00 – 1.80 Very Low (VL)
This indicates that in managing the ICT systems reports these to suppliers and SDO – ICT Unit’ which
and school infrastructure, ICT coordinators always seek may indicate that this process seem to be very time
the assistance of the school property custodian in consuming since there are many papers to be prepared
maintaining a comprehensive record of all the ICT upon the reporting of defective and non – functional
equipment in the school since the property custodian is ICT units in schools.
the one who is accountable of all the school properties.
This is supported by the booklet released by the ICT Programs and Projects
Department of Education of Papua New Guinea in 2008 It can be viewed in Table 3 that the respondents
[8] which states that in managing school infrastructure, perceived themselves having ‘high’ level of
a school should establish a managing committee for competency along ICT Programs and Projects (4.15).
infrastructure because they believe that quality facilities Moreover, it can be gleaned on the table that the ICT
has an impact not only on educational outcomes but on coordinators have ‘very high’ level of competency in
the well – being of students and teachers as well. facilitating, updating and mentoring teachers in the
Moreover, the result is in consonance with the encoding of schools Learner Information System (LIS),
“Hierarchy of Elements of Knowledge Leading the Enhanced Basic Education Information System
Roles of ICT Coordinators” designed by Avidov – (EBEIS) accounts and other DepEd online programs.
Ungar, et.al [9] which stated that ICT coordinators This points out that the ICT coordinators are
should identify partners who can help them perform very competent in updating their school’s LIS and
their roles. By doing so, they are able to become EBEIS accounts since they do this monthly. They have
“agents of change for ICT Implementation”. to monitor the learner’s status every month whether
Moreover, results also indicate that an ICT such learner has transferred out, dropped out or no
coordinator is a “planner” for he / she assists in the longer in school due to particular reasons like family
crafting of the ICT Development Plan. This is supported feud, distance of home to school, attitude towards
by research of A. Devolder, et. al. [10] which learning, etc. By doing this, the school enrolment is also
enumerates the roles of ICT coordinators, i.e. an ICT updated via the Enhanced Basic Education Information
coordinator is responsible for the development, System (EBEIS) which is used as basis of the central
preservation, implementation and succession of the ICT office for the allotment of school facilities and even the
– policy plan. deployment of teachers.
Meanwhile, the respondents rated lowest (3.45)
on ‘identifying problems regarding ICT packages and
Table 3
Level of Competency along ICT Programs and Projects
n=31
1. Leads in the implementation of ICT Literacy via school LAC sessions 6 16 9 0 0 3.90 H
2. Initiates in the updating of school Learner Information System (LIS)
20 9 1 1 0 4.55 VH
and Enhanced Basic Education Information System (EBEIS) accounts
3. Guides teachers on LIS online encoding 15 12 4 0 0 4.35 VH
4. Facilitates in the early accomplishment of the different ICT – related
11 16 4 0 0 4.23 VH
DEPED programs like LRMDS, EHRIS and other alike
5. Oversees the effective use of E – classroom and the utilization of ICT 7 10 13 1 0 3.74 H

No. 1, (2020)
equipment
1.00 – 1.80 Very Low (VL)
The result is consistent with the studies of ICT Technical Assistance

Honiges [11] and Cucchiara and Horvat [12] which The results show that the respondents have
stated the importance of a school website. According to ‘high’ level of competency along ICT Technical
their studies, a school website serves as a platform in Assistance (3.67). It is also revealed that the ICT
promoting the school programs and projects and it coordinators are ‘highly’ competent in all of the
could be a good avenue for the school stakeholders to indicators.
be informed of the happenings inside the school. Thus, It indicates that ICT coordinators are able to
an updated LIS and EBEIS accounts which are likened provide assistance to their co-workers especially in
to a school website is a must in every school and the integrating ICT in the teaching – learning process. They
ICT coordinator is the one who is responsible in are taking the role of a “technician” which is defined as
updating the information in the school website. [13] “taking responsibility for the management and
maintenance of the ICT equipment and being available
for communication concerning technical assistance and
problems”. [10]
Table 4
Level of Competency along ICT Technical Assistance
1. Serves as guide to peers, learners and school heads with regards to the
6 18 6 1 0 3.94 H
integration of ICT in teaching and learning
2. Collaborates with the District ICT and Division ITO on the monitoring
and evaluation of ICT programs and projects to ensure effective feedback 9 9 12 1 0 3.84 H
and collaboration
3. Directs schools and learning centers on ICT implementation 3 13 14 1 0 3.58 H
4. Diagnoses of ICT needs and requirements 3 13 13 2 0 3.55 H
5. Suggest solutions / ways to address ICT needs and requirements 4 10 14 2 1 3.45 H
1.00 – 1.80 Very Low (VL)
teachers the possibilities to learn about ICT and the use
of ICT.
Consequently, the main role of ICT
Likewise, A. Devolder, et. al. [10] also stated coordinators is to work with and guide teachers in the
that the technical role of an ICT coordinator is carried implementation of ICT in the classroom. In fact,
out in daily practice thus, he / she spends the largest according to an interview with the District ICT leader,
amount of his / her time in fulfilling technical roles such teachers nowadays are encouraged to use laptops,
as being the contact person for all the technical projectors, televisions, speakers in delivering their
questions and problems, being responsible for the lessons because doing this may pose a great impact in
installation of the hardware and software, and showing the learning outcome of the learners. Furthermore, in

No. 1, (2020)
the STAR observation checklist of the Division of This suggests that ICT Coordinators are
Tarlac Province, one of the indicators in improving the mandated to align their individual work plan (IWP) to
teaching – learning process is through Computer – the district, division, regional and national programs
Aided Instruction (CAI). and projects. They should devise or localize a plan that
On the other hand, the indicator ‘suggests is suited in their respective areas without neglecting the
solutions / ways to address ICT needs and greater umbrella from the higher implementing bodies.
requirements’ got the lowest mean (3.45), which may However, though the ICT coordinators align
denote that the respondents somewhat neglected this their plans with the plans, programs and projects of the
because of minimal resources such that there is no higher implementing bodies, there is no confirmation of
allotted budget in purchasing ICT facilities and this alignment because there is no designated quality
equipment. assurance authority to do so whether in the district,
division, regional, or national offices. The IWPs of the
ICT Programs and Projects and Policies and ICT coordinators remain as plans. It is supported by A.
Standards Implementation Devolder et al. [10] which states that in many cases the
It is noted in Table 5 that the respondents ICT coordinator has assigned multiple, complex and
perceived themselves as ‘highly’ competent along ICT demanding tasks, therefore only a few can be done in
Programs and Projects and Policies and Standards practice.
Implementation (3.51). Additionally, all of the
indicators posted a ‘high’ level of competency.
Table 5
Level of Competency along ICT Programs and Projects and Policies
and Standards Implementation
1. Develops school plans on programs and projects aligned with the
4 10 16 1 0 3.55 H
district, division, regional and national PPs
2. Helps in the implementation of the PPs in the school / district / division 3 12 15 1 0 3.55 H
3.Hnsures alignment of the schools policy standards with the District /
2 11 17 1 0 3.45 H
Division / Regional / National policies and standards for Basic Education
4. Manages the provision of ICT services including the maintenance of
2 12 16 1 0 3.48 H
technology infrastructure and operation of ICT – based systems
5. Ensures that service delivery standards are met through regular and
1 16 12 2 0 3.52 H
systematic monitoring of system / technology performance
1.00 – 1.80 Very Low (VL)
Table 6 reveals, generally, that the respondents competency with a weighted mean of 4.15 which means
perceived themselves with a ‘High’ (WM = 3.74) level that the respondents are fully equipped regarding ICT
of competency which may indicate that they have the Programs and Projects such that they are used to doing
sufficient knowledge, skill and attitude as school ICT their duties and functions especially in terms of the
Coordinators. online systems of the DepEd.
The table also shows that the indicator ‘ICT
Programs and Projects’ has the highest level of

No. 1, (2020)
Table 6
Summary in the Level of Competency of ICT Coordinators
Descriptive
Indicators of Level of Competencies Weighted Mean
Equivalent
a. ICT Systems and School Infrastructure Management 3.63 High
b. ICT Programs and Projects 4.15 High
c. ICT Technical Assistance 3.67 High
d. ICT Programs and Projects and Policies and Standard
3.51 High
Implementation
Average Weighted Mean 3.74 High
Legend: 4.21 – 5.00 Very High (VH), 3.41 – 4.20 High (H), 2.61 – 3.40 Moderately High (MH), 1.81 – 2.60 Low
(L) and 1.00 – 1.80 Very Low (VL)
However, ICT Programs and Projects and Policies and The school heads perceived their ICT
Standard Implementation received the lowest mean coordinators as ‘very satisfactory’ (WM = 3.57) while
(WM = 3.51) which may imply that though ICT the ICT coordinators rated themselves as ‘satisfactory’
Coordinators know the programs and projects and (WM = 3.27) in performing their duties and functions
policies and standards, they are not fully oriented on the along ICT systems and school infrastructure
guidelines on implementation maybe because the management. Furthermore, the immediate supervisors
DepEd does not conduct workshops or seminars gave their respective ICT coordinators a ‘Very
regarding this matter and in fact, there is no Satisfactory’ (WM = 3.61) level performance in crafting
Implementing Rules and Regulations (IRR) about this. the ICT Development Plan as part of the School
Improvement Plan.
Level of Performance of ICT Coordinators in This points out that in order to manage the ICT
Performing their Duties and Functions systems and infrastructure of the school well, the ICT
Tables 7 to 10 reveal the level of performance coordinators should devise a plan that is in consonance
of ICT coordinators in performing their duties and with the School Improvement Plan hence, such plan
functions along ICT systems and school infrastructure will serve as guide in improving the ICT area of the
management, ICT programs and projects, ICT technical school.
assistance and ICT programs and projects and policies The result is supported by the study of A.
and standards implementation as perceived by their Devolder, et. al. [10] which stated that ICT
immediate supervisors and by themselves. coordinators are also considered as “planners” such that
they devise an ICT – policy plan and they are ones
ICT Systems and School Infrastructure responsible for the implementation, preservation and
Management succession of such plans.
Table 7
Level of Performance along ICT Systems and School Infrastructure Management as perceived by Supervisor
and ICT Coordinator
Indicators Group O VS S US P WM DE
1. Inspects and oversees the maintenance of the ICT equipment S 0 21 8 0 2 3.55 VS
inside the school E – classroom C 2 11 13 4 1 3.29 S
2. Makes use of the ICT equipment inside the E – classroom S 2 19 7 1 2 3.58 VS
C 1 13 13 3 1 3.32 S
3. Identifies problems regarding ICT packages and reports these to S 4 12 14 0 1 3.58 VS

No. 1, (2020)
suppliers and SDO – ICT Unit C 3 3 23 2 0 3.23 S

4. Conducts inventory of all the school ICT equipment sand S 6 13 4 7 1 3.52 VS
submits this to the school property custodian C 3 6 18 3 1 3.23 S
5. Prepares ICT Development Plan as part of the School S 5 14 8 3 1 3.61 VS
Improvement Plan C 1 10 17 3 0 3.29 S
S 3.57 (Very Satisfactory)
Weighted Mean
C 3.27(Satisfactory)
Note: DE=Descriptive Equivalent; WM=Weighted Mean; S=Supervisor, C=ICT Coordinator
4.21 – 5.00 Outstanding (O), 3.41 – 4.20 Very Satisfactory (VS), 2.61 – 3.40 Satisfactory (S), 1.81 – 2.60
Unsatisfactory (US) and 1.00 – 1.80 Poor (P)
ICT Programs and Projects This may indicate that the ICT Coordinators
Table 8 generally shows a ‘very satisfactory’ oversee the completeness of the LIS online encoding
(WM = 4.10) level of performance among ICT since they are also the schools’ LIS coordinator. This is
coordinators as perceived by their immediate supported by the studies of Honiges [11] and Cucchiara
supervisors and an ‘outstanding’ (WM = 4.34) and Horvat [12] about the importance of an updated
performance as perceived by themselves along ICT school website or online systems such that these
programs and projects. platforms help the school to reach its stakeholders.
Moreover, receiving the highest means which Also, the results mean that the ICT coordinators
both fall in the ‘outstanding’ level and are according to are diligent and prompt in complying in all the ICT
the ICT Coordinators and immediate supervisors, enabled system reports. This is true because DepEd
respectively, are the indicators ‘mentors teachers on LIS Tarlac Province’s practice in submitting online reports
online encoding’ (WM = 4.74) and ‘updates schools is five days before the set national deadline.
LIS and EBEIS accounts’ (WM = 4.52).
Table 8
Level of Performance along ICT Programs and Projects as perceived by Supervisor and ICT Coordinator
n = 62
1. Leads in the implementation of ICT Literacy via S 11 15 3 0 2 4.06 VS
school LAC sessions C 17 11 3 0 0 4.45 O
2. Initiates in the updating of school Learner S 18 11 2 0 0 4.52 O
Information System (LIS) and Enhanced Basic
C 21 8 2 0 0 4.61 O
Education Information System (EBEIS) accounts
S 17 12 1 0 1 4.42 O
3. Guides teachers on LIS online encoding
C 24 6 1 0 0 4.74 O
4. Facilitates in the early accomplishment of the S 13 10 6 0 2 4.03 VS
different ICT – related DEPED programs like
C 17 8 5 1 0 4.32 O
LRMDS, EHRIS and other alike
5. Oversees the effective use of E – classroom and the S 2 16 9 2 2 3.45 VS
utilization of ICT equipment C 1 16 13 1 0 3.55 VS
Weighted Mean
C 4.34 (Outstanding)

No. 1, (2020)
ICT Technical Assistance The results are supported by the studies of Ali,
It can be seen on Table 9 on the next page that Haolader, & Muhammad [14] and Egwali, Igodan [15]
the ICT coordinators’ immediate supervisors rated them which say that ICT coordinators supports both teachers
as ‘very satisfactory’ (WM = 3.46) while the ICT and learners in operating, manipulating, retrieving
Coordinators rated themselves as ‘satisfactory’ (WM = information and it also encourages independent and
3.19) in performing their task along Technical active learning. Likewise, according to Valverde &
Assistance. Sosa-Díaz [16], ICT coordinators must respond to
In fact, in terms of providing technical teachers’ demands in both technical, such as
assistance to peers, learners and school heads with maintenance equipment, and pedagogical tasks. They
regards to the integration of ICT in teaching and must take the lead in working along with their
learning, both the school head respondents and the ICT colleagues to raise children’s digital competence
coordinators ratings fall on the ‘very satisfactory’ level throughout the school education. They also have
with a weighted mean of 3.84 and 3.42, respectively. responsibility to provide suitable and contextualized
This indicates that the ICT coordinators are always training for teachers, thus supporting staff development
available in assisting their colleagues as well as the in the use of ICT.
learners in improving the quality of education through
the integration of ICT in the teaching - learning process.
Table 9
Level of Performance along ICT Technical Assistance as perceived by Supervisor and ICT Coordinator
n = 62
1. Serves as guide to peers, learners and school heads S 8 14 6 2 1 3.84 VS
with regards to the integration of ICT in teaching
C 4 7 18 2 0 3.42 VS
and learning
2. Collaborates with the District ICT and Division S 3 14 9 4 1 3.45 VS
ITO on the monitoring and evaluation of ICT
programs and projects to ensure effective feedback C 4 7 17 3 0 3.39 S
and collaboration
3. Directs schools and learning centers on ICT S 5 12 11 2 1 3.58 VS
implementation C 5 7 16 3 0 3.45 VS
4. Diagnoses of ICT needs and requirements S 3 9 13 2 4 3.16 S
C 2 4 13 12 0 2.87 S
5. Suggest solutions / ways to address ICT needs and S 6 7 10 5 3 3.26 S
requirements C 3 3 12 12 1 2.84 S
Weighted Mean
C 3.19 (Satisfactory)

No. 1, (2020)
ICT Programs and Projects and Policies and performance while the ICT coordinators perceived
Standards Implementation themselves as ‘satisfactorily’ (WM = 2.65) performing
It can be gleaned from the table below that, along ICT Programs and Projects and Policies and
generally, the school head – respondents rated the ICT Standards Implementation.
coordinators with a ‘satisfactory’ (WM = 3.08) level of
Table 10
Level of Performance along ICT Programs and Projects and Policies and Standards Implementation as
perceived by Supervisor and ICT Coordinator
n = 62
1. Develops school plans on programs and projects S 4 10 2 7 8 2.84 S
aligned with the district, division, regional and
C 2 3 10 7 9 2.42 US
national PPs
2. Helps in the implementation of the PPs in the S 4 8 4 5 10 2.71 S
school / district / division C 2 4 8 8 9 2.42 US
3. Ensures alignment of the schools policy standards S 7 7 10 3 4 3.32 S
with the District / Division / Regional / National
C 4 2 8 11 6 2.58 US
policies and standards for Basic Education
4. Manages the provision of ICT services including S 3 12 7 5 4 3.16 S
the maintenance of technology infrastructure and
C 3 5 10 10 3 2.84 S
operation of ICT – based systems
5. Ensures that service delivery standards are met S 6 12 5 4 4 3.39 S
through regular and systematic monitoring of
C 4 4 11 12 0 3.00 S
system / technology performance
S 3.08 (Satisfactory)
Weighted Mean
C 2.65 (Satisfactory)
It can be noticed that the performance rating coordinators are not that quite knowledgeable about the
given by the ICT coordinators to themselves is quite guidelines and standards in instigating the programs and
low such that some of the indicators fall on projects and policies and standards prescribe and as
‘unsatisfactory’ level, though, overall, it still falls on the mandated by the Department of Education.
‘satisfactory’ level. The results may denote that the ICT
Table 11
Summary of the Level of Performance of ICT Coordinators as perceived by their Immediate Supervisors
and by themselves
(n=62)
Descriptive
Indicators of Level of Performance Group Weighted Mean
Equivalent
a. ICT Systems and School Infrastructure S 3.57 Very Satisfactory
Management C 3.27 Satisfactory
S 4.10 Very Satisfactory
b. ICT Programs and Projects
C 4.34 Outstanding

No. 1, (2020)

c. ICT Technical Assistance
C 3.19 Satisfactory
d. ICT Programs and Projects and S 3.08 Satisfactory
Policies and Standard Implementation C 2.65 Satisfactory
Average Weighted Mean
C 3.36 Satisfactory
Overall, the level of performance of ICT Coordinators as perceived by their Immediate Supervisors falls on
the ‘very satisfactory’ level. This may indicate that the ICT Coordinators do their duties and functions efficiently
and effectively based on the perception of their immediate supervisors. This result differs from the result of the
study done by Jamil, Jamil & Rasheed [17] which said that teachers’ ICT performance falls only on ‘satisfactory’
level and on the study of Chuan and Kho [18] which revealed that in the evaluation of teacher’s performance, none
of the 10 – item criteria was rated as “excellent”.
On the other hand, ICT Coordinators perceived their level of performance as ‘satisfactory’ which may
indicate that if they were to appraise themselves, they will not give themselves a high rating because being an ICT
Coordinator is just an additional workload hence, they somewhat neglect their tasks as ICT Coordinator.
Furthermore, the table reveals that the ICT Coordinators are performing ‘very satisfactorily’ and
‘outstandingly’ in terms of ICT Programs and Projects based on their immediate supervisors and as perceived by
themselves which means that they are perceived by their colleagues and peers as the most knowledgeable persons
in this area. In fact, according to one school head, whenever there are problems regarding ICT may be it with the
online systems of the DepEd or with the integration of ICT in the teaching – learning process, the go-to person for
these problems is the school ICT Coordinator.
Difference in the Level of ICT Competencies of ICT Coordinators across Profile Variables
This part deals with the difference in the level of ICT competencies among ICT coordinators across their
profile variables.
As viewed on table 12, overall, there is no significant difference between the level of ICT competencies of
ICT coordinators across their profile variables based on the values of the multivariate Wilk’s Λ with corresponding
significance values greater than the level of significance set at 0.05. Therefore, the null hypothesis was accepted.
Table 12
Difference in the Level of ICT Competencies across the Respondents’ Profile
(n = 31)
Profile Wilk’s Λ Sig.
Age 0.777 ns 0.402
Sex 0.786 ns 0.428
Highest Educational Attainment 0.755 ns 0.344
Number of Trainings 0.759 ns 0.356
Length of Service 0.768 ns 0.378
ns
Not Significant

No. 1, (2020)
The findings denote that the Level of ICT Furthermore, opposing to the result of this
Competencies of ICT Coordinators could not be study, Kerckaert, et. al [23] stated that professional
determined by their profile viz: age, sex, highest engagements of teachers play an important role in
educational attainment, number of trainings related to stimulating their ICT competence and attitudes.
ICT, and length of service. Likewise, experienced teachers are less likely ready to
This finding is in contrast with the study done integrate ICT in their teaching according to Baek, Jong,
by Vitanova, et. al [19] which stated that as teachers Kim [24] thus, newly qualified teachers had a higher
age, the level of their ICT competency decreases. perception of their ICT skills than the experienced ones
Younger teachers aged below 35 pose a higher mean of [3].
competency than their older counterparts, i.e. aged 40 to
65 years old [20].
Moreover, with respect to sex, the result of this Difference in the Level of Performance of ICT
study is not in accordance with the studies of Mahmood Coordinators in Public Elementary Schools in
and Bokhari [21] and Vitanova, et. al. [19] which both Moncada
concluded that there was a significant difference Table 13 shows the difference between the
between the ICT Competency of males and females Level of Performance of the ICT Coordinators in Public
such that males pose a higher mean competency scores Elementary Schools in Moncada as perceived by their
because, generally, males are more likely to participate immediate supervisors and by themselves, respectively.
in ICT – based activities. Table 13 below shows that overall, there is no
The results regarding highest educational significant difference in the Level of Performance in the
attainment is similar to the research done by Marcial assigned ICT Duties and Functions of ICT Coordinators
[22] which stated that there is no significant difference between ICT coordinators and Supervisors based on the
between the level of ICT competency of teachers associated significance value higher than the .05 level.
whatever educational degree they hold. Thus, the null hypothesis was accepted.
Table 13
Difference in the Level of Performance of ICT Coordinators in Public Elementary Schools in Moncada
(n = 62)
Assigned ICT Duties and Mean
Group Mean tc Sig.
Functions Difference
Systems and School Supervisor 3.57
.30 1.54ns .134
Infrastructure Management ICT Coordinator 3.27
Supervisor 4.10
Programs and Projects -.24 -2.03ns .052
ICT Coordinator 4.34
Supervisor 3.46
Technical Assistance .26 1.26ns .219
Programs and Projects and Supervisor 3.08
Policies and Standards .43 1.39ns .176
Implementation
ns
Not Significant
The findings indicate that both the ICT assigned to them because they still manage to comply
coordinators and their immediate supervisors have the with whatever their work demands as much as being an
same perception of their performance. Furthermore, ICT coordinator is concerned.
their immediate supervisors perceived them as hard
working and very diligent in performing the tasks

No. 1, (2020)
Relationship Between the Level of Competency and This part deals with the relationship between
Performance of ICT Coordinators in Public the Level of Competency and Performance of the ICT
Elementary Schools in Moncada Coordinators in Public Elementary Schools in Moncada.
Table 14
Relationship Between the Level of ICT Competencies and Performance of ICT Coordinators in Public
Elementary Schools in Moncada
(n = 31)
Level of Performance
Level of Competency
r Sig.
Systems and School Infrastructure Management .029 .876
Programs and Projects -.148 .427
Technical Assistance .146 .433
Programs and Projects and Policies and Standards Implementation .193 .299
Table 14 displays that there is no significant (5) there was no significant difference between the
relationship between the Level of ICT Competencies Level of Performance of ICT Coordinators in Public
and Performance of ICT Coordinators based on p values Elementary Schools in Moncada as perceived by
higher than the .05 level of significance. themselves and their immediate supervisors; and (6)
This finding remains the null hypothesis at 0.05 there was no significant relationship between the Level
level of significance. Thus, this does not support the of Competency and Performance of ICT Coordinators
notion that if someone is competent, he or she will in Public Elementary Schools in Moncada.
register a high level of performance on the said duties
and functions. In fact, according to the district ICT RECOMMENDATIONS
specialist of Moncada South, being an ICT Coordinator Based on the conclusions, the researcher
is an additional workload for the teachers since most of recommends the following:
the assigned school ICT coordinators are classroom 1. Administrators shall conduct trainings and
teachers with six – hour teaching load. Thus, most of workshops which are focused on ICT
the times, they neglect their duties and functions. Infrastructure Management and ICT Programs
Subsequently, this was affirmed by A. Devolder, et. al and Projects and Policies and Standards
[10] which states that the more tasks assigned to ICT Implementation.
Coordinators, the less likely those tasks can be done 2. Design comprehensive Key Result Areas
into practice. (KRAs) as basis for Individual Performance
and Commitment (IPC) for designated school
CONCLUSIONS ICT Coordinators alone.
Based on the findings stated above, the 3. Provide job description for ICT Coordinators’
following conclusions are drawn: (1) most of the ICT designation.
coordinators in public elementary schools in Moncada 4. Monitor the strict implementation of the
are middle aged, male, bachelor degree holders with Individual Work Plan (IWP) of each ICT
minimal number of trainings attended regarding ICT Coordinator and provide the impacts of such
and are newly assigned as school ICT Coordinators; (2) plan.
the ICT Coordinators perceived that they are ‘Highly’
competent in performing their duties and functions; (3)
the school administrators rated their ICT Coordinators REFERENCES
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[22] Marcial, D. (2017). ICT Social and Ethical

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Asian Journal of Multidisciplinary Studies Vol.

ICT Competencies and Performance of ICT Coordinators in

Keywords – ICT, ICT Coordinators, Competence, Performance

INTRODUCTION dedicated computer facilities available to teachers

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Coordinators. The figure shows that the level of ICT

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Figure 1: Conceptual Framework

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(Mean: 3.97) 5 Years Above 8 25.81

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Weighted Mean 3.63 (High)

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The result is consistent with the studies of ICT Technical Assistance

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suppliers and SDO – ICT Unit C 3 3 23 2 0 3.23 S

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S 3.46 Very Satisfactory

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[11] Honiges, A. (2013). School image in the context of

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[22] Marcial, D. (2017). ICT Social and Ethical

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