Abstract

This research delves into Senior High School teachers' attitudes toward integrating Information and Communication Technology (ICT) in education. It aims to unveil the underlying factors that influence these attitudes and determine whether they exhibit significant disparities based on gender, age, teaching experience, ICT experience, ICT skills, and ICT training. The study delves into the intricate web of perspectives, beliefs, and emotions that mold the attitudes of Senior High School educators. It acknowledges the profound impact of their unique journeys, experiences, and competencies on these attitudes. This research recognizes that these attitudes are not merely abstract concepts but profound human responses with the potential to shape the future of education. Moreover, the study employs rigorous academic methods and statistical tools to conduct a meticulous analysis of the data. It scrutinizes the statistical significance of these attitudes, unveiling patterns that provide invaluable insights for educators, policymakers, and scholars dedicated to enhancing the educational landscape. In conclusion, this research, supported by robust findings and alignment with prior research in the field, offers invaluable insights for ICT policy planners, practitioners, and scholars. These insights can guide the development of more effective ICT training programs for teachers, prospective educators, and teacher training institutions.