The Relationship of Access in Technology to the Teachers Productivity in the Last Mile Schools

Access to technology has become a critical factor in enhancing educational outcomes worldwide. In the Philippines, last mile schools-remote, resource-constrained schools-face significant infrastructural challenges that limit teachers’ access to technological tools. Understanding how access to technology influences teachers’ productivity in these schools is vital to bridging the digital divide and improving educational equity. While numerous studies have explored technology integration in urban and well-resourced schools, there is limited empirical research focusing specifically on the impact of technology access on teacher productivity in last mile schools in the Philippines. This gap hinders the development of targeted interventions for these underserved educational contexts. This study aims to investigate the relationship between access to technology and teachers’ productivity in last mile schools in Bukidnon. It seeks to assess teachers’ technological competence, identify infrastructural and resource challenges, and determine how these factors affect their teaching efficiency and effectiveness. A descriptive correlational approach was employed involving 96 teachers from twenty-five last mile schools of Department of Education in the Division of Bukidnon. Quantitative data were collected through a validated survey instrument measuring the relationship of access in technology to the teacher’s productivity in the last mile schools’ indicators, analyzed using descriptive statistics.