Teachers’ Information and Communications Technology (ICT) Integration, Administrative Support and Learners Academic Achievement

Thelmo G. Fano, Jr.

doi:10.71097/IJSAT.v16.i4.9924

Teachers’ Information and Communications Technology (ICT) Integration, Administrative Support and Learners Academic Achievement

Author(s)	Thelmo G. Fano, Jr.
Country	Philippines
Abstract	This study examined the relationship between teachers’ integration of Information and Communication Technology (ICT), administrative support, and learners’ academic achievement in the Schools Division of Antique during the 2024–2025 school year. A total of 234 participants, including teachers and learners, were selected through stratified random sampling to ensure representation across different school levels and subject areas. Data were gathered using structured questionnaires to assess teachers’ ICT practices and the extent of administrative support, while learners’ academic performance was evaluated through their final grades in core subjects. Findings revealed that teachers consistently demonstrated a high level of ICT integration in their instructional practices, effectively incorporating digital tools to enhance learning experiences. Similarly, administrative support in schools was observed to be strong, with school leaders providing guidance, resources, and encouragement to facilitate the use of technology in teaching. Learners’ academic achievement was generally satisfactory to very satisfactory, indicating positive learning outcomes. The study also found that both ICT integration and administrative support were positively associated with learners’ academic performance, with teachers’ effective use of technology emerging as a particularly influential factor. The study concludes that fostering a technologically rich teaching environment, supported by proactive administrative guidance, is crucial for improving learners’ academic outcomes. It is recommended that school administrators and policymakers continue to provide access to modern technological resources, offer ongoing ICT training for teachers, and maintain consistent support structures to enhance the quality of teaching and learning. Such efforts can ensure that both educators and learners maximize the benefits of ICT in education, ultimately contributing to higher academic achievement.
Field	Sociology > Education
Published In	Volume 16, Issue 4, October-December 2025
Published On	2025-12-24
DOI	https://doi.org/10.71097/IJSAT.v16.i4.9924
Short DOI	https://doi.org/hbgzgb

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Teachers’ Information and Communications Technology (ICT) Integration, Administrative Support and Learners Academic Achievement

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