This study explores the relationship between the technological capacity of teachers and the integration of Information and Communication Technology (ICT) in schools in the Division of Laguna. The research aimed to assess the level of technological competence among teachers, the readiness of schools to integrate ICT, and the adoption of ICT strategies in schools. The study used purposive sampling to select public school teachers from five municipalities in Laguna. Data were collected through a survey questionnaire and analyzed using mean, standard deviation, T-Test, Pearson-r Correlation, and ANOVA. Results show that most teachers in the sample population were relatively young and had completed college education, while the majority were junior high school teachers. There were significant differences in the ICT integration among teachers at different levels of schooling, as well as based on age, civil status, educational attainment, and trainings attended. These findings suggest the need for a technological upskilling program tailored to the specific needs of teachers at different levels of schooling. The study also revealed that technological competence among teachers is essential for the effective integration of ICT in schools. Thus, there is a need for a technological upskilling program for teachers, especially for those who are less prepared and less familiar with ICT. The significant differences in ICT integration across the three levels of schooling imply that teachers at different levels of schooling may have varying levels of preparedness and familiarity with ICT. Overall, this study provides insights into the factors that influence the integration of ICT in schools and contributes to the design of technological upskilling programs for teachers.

teacher readinesss

school readiness

TPACK

ICT Integration

Technological capacity