The integration of educational technology in primary education has gained momentum in the Philippines following curriculum reforms and the shift toward blended and technology-supported learning. However, in geographically isolated and resource-constrained areas, such as Zone 3 of the Division of Catanduanes, disparities in teacher preparation, training access, and infrastructure continue to influence classroom practice and pupil outcomes. Against this backdrop, this study examined the extent of technology integration and teacher self-efficacy in primary grade instruction and their relationship with pupils’ academic achievement. Using a descriptive-correlational design, data were gathered from public primary school teachers in the districts of Bagamanoc, Panganiban, and Viga, focusing on teacher profile variables, levels of technology integration, self efficacy in technology use, and pupils’ academic performance. Findings indicate generally high levels of teacher self-efficacy and technology integration, with significant variations based on educational attainment, experience, and training exposure. Technology integration showed a significant positive relationship with pupils’ academic achievement, whereas teacher self-efficacy did not demonstrate a direct association. The results suggest that effective technology use and student engagement, rather than confidence alone, are critical to improving learning outcomes, underscoring the need for sustained, context-responsive professional development.

Keywords: technology integration, teacher self-efficacy, academic achievement, public primary education