Administrative Assistance in Relation to Teachers’ Readiness in the Integration of Technology in Teaching

Abstract

This study examined the level of administrative assistance and its relationship to teachers’ readiness to integrate technology in teaching in schools of District 3, Cluster 5 of San Carlos City, during the School Year 2025- 2026. It addressed the lack of empirical research focusing on rural public elementary school particularly in District 3, Cluster 5 of San Carlos City regarding how administrative assistance specifically influences teachers’ readiness in the rural school settings. Specifically, it assessed administrative assistance in terms of leadership, resources and training; teachers’ readiness in terms of skills, motivation, confidence and openness; and technology integration in teaching in terms of students’ engagement; improved strategies; and 21st century skills. A quantitative correlational research design was employed. Data were collected from 94 public elementary school teachers selected through a purposive sampling technique from eight (8) public elementary schools using a validated survey questionnaire. Descriptive and inferential statistics were used for the data analysis. The findings of the study revealed a very high level of administrative assistance, teachers’ readiness, and technology integration in teaching, showing that these variables are strongly and positively correlated. When school administrators consistently provide strong leadership, resources, and training, teachers feel more confident and prepared to integrate technology in meaningful ways. This readiness allows them to go beyond simply using digital tools, instead apply them to enhance instruction, engage students more actively, and promote the development of 21st century skills. The results also emphasize the importance of continuous professional development and structured training, as these initiatives strengthen teachers’ competence and confidence. Overall, sustained leadership support, adequate resources, and ongoing training are essential to ensure that teachers’ readiness and technology integration in teaching remain effective, purposeful, and sustainable in schools.