Teachers' Attitude toward Technological Integration and Self-Esteem among Special Education Teachers in Sped Centers

Abstract

This study examines the attitudes of Special Education (SPED) teachers towards the integration of Information and Communication Technology (ICT) in teaching, as well as their self-esteem levels. Using a descriptive research design, data were collected from 23 SPED teachers in the North District of Cebu City. The study utilized a quantitative approach, employing a survey adapted from previous research to measure attitudes toward technology and the Rosenberg Self-Esteem Scale to assess self-esteem. Results indicate that most respondents are young female teachers, with the majority holding a Master’s degree and having 0-8 years of teaching experience. The overall attitude towards ICT integration is positive, with high ratings for the effectiveness of technology in enhancing teaching and learning. However, some respondents expressed moderate comfort levels with using ICT tools in the classroom. Regression analysis showed that age, educational attainment, and years of teaching experience do not significantly predict teachers' attitudes towards technology integration. Self-esteem levels were generally high among the respondents, although some reported occasional feelings of inadequacy. These findings suggest that while teachers recognize the benefits of ICT, additional factors, beyond demographics, may influence their attitudes towards technology use in education.