Online Teaching Readiness as a Predictor of Technology Integration Knowledge Among College Instructors in the Philippines
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This study aimed to determine the extent to which online teaching readiness and sex predict technology integration knowledge among college instructors in the Philippines and to develop regression models based on sex. A descriptive-correlational research design was employed with 70 college instructors as respondents. Adapted survey questionnaires were used to collect data and were subjected to content validation and reliability analysis. Data were analyzed using the mean, Pearson product-moment correlation, dummy coding, and multiple regression analysis. The findings revealed that college instructors demonstrated a very high level of online teaching readiness and a high level of technology integration knowledge. Online teaching readiness was significantly related to and significantly predicted technology integration knowledge, whereas sex was not significantly related to or predictive of technology integration knowledge. The regression model explained 24.1% of the variance in technology integration knowledge, indicating that online teaching readiness contributed meaningfully to instructors’ technology integration knowledge. Separate regression equations were generated for male and female instructors to represent the predicted technology integration knowledge at different levels of online teaching readiness; however, the difference associated with sex was not statistically significant. The findings underscore the importance of sustained professional development that strengthens instructors’ readiness for online teaching as a means of supporting effective technology integration in higher education.
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