Predictive Role of ICT Literacy in determining Academic Achievement among High School Teachers

Abstract

This study investigates the relationship between Information and Communication Technology (ICT) literacy and academic achievement among high school teachers in Madurai District, Tamil Nadu. The integration of ICT in  education is seen as essential in preparing students for the evolving demands of the 21st century. The research specifically examines the ICT literacy levels of teachers and their academic achievement considering variables such as gender, age, and marital status. A sample of 300 high school teachers was selected using a stratified random approach, and data were collected through an ICT literacy scale and general information sheet. The study aims to assess the overall ICT literacy levels, evaluate the impact of demographic factors on ICT literacy and academic achievement and explore the correlation between ICT literacy and teachers' academic performance. The findings indicate that ICT literacy is generally high among the teachers, with female and married teachers showing significantly higher ICT literacy levels. The study also found that while gender and marital status significantly influenced both ICT literacy and academic achievement, age did not have a significant impact on either. Academic achievement among teachers was also found to be above average, with male teachers performing better than female teachers in this regard. Additionally, a significant positive relationship was found between ICT literacy and academic achievement, suggesting that higher ICT proficiency is associated with better academic performance. This study underscores the importance of ICT literacy in enhancing teachers' academic achievements and highlights the need for targeted professional development initiatives that consider gender and marital status. The implications of these findings stress the importance of integrating ICT training into teacher education programs for improving overall educational quality.