Proficiency in Microsoft 365 Productivity Tools and Learning Capabilities of Elementary School Teachers: Basis for Formulation of Training Design for Slac Session
DOI:
https://doi.org/10.54536/ajelps.v2i1.7627Keywords:
Learning Capabilities, Microsoft 365, Professional Development, SLAC, Teacher Digital ProficiencyAbstract
This study examined the relationship between elementary school teachers’ proficiency in Microsoft 365 productivity tools and their learning capabilities in terms of knowledge acquisition, adaptability to digital learning, collaboration and communication skills, and instructional material preparation. A quantitative descriptive–correlational research design was employed, involving elementary school teachers as respondents. Data was gathered using a validated survey questionnaire and analyzed through descriptive statistics and multiple regression analysis. Findings revealed an uneven pattern of technology proficiency, with teachers demonstrating higher proficiency in content creation tools such as Microsoft Word, Excel, and PowerPoint, while showing only moderate proficiency in communication and collaboration oriented tools, including Outlook, OneDrive, and Microsoft Teams. Although teachers exhibited a developed level of learning capability across all domains, regression results indicated that only Microsoft Word, PowerPoint, and Outlook significantly predicted teachers’ learning, with PowerPoint consistently emerging as the strongest predictor. Tools associated with data management and cloud based collaboration showed limited direct influence on learning outcomes, suggesting underutilization of their instructional potential. These findings highlight a clear gap between tool familiarity and effective pedagogical integration, particularly in collaborative and cloud based digital practices. Accordingly, a training design for School Learning Action Cell (SLAC) sessions entitled “Digital Instructional Innovation through Microsoft 365 Integration: A Capacity Building Training for Teachers on Instructional Design, Data Analysis, Multimedia Presentation, and Cloud Based Collaboration” was developed. The study concludes that targeted, instruction focused capacity building initiatives are necessary to align teachers’ digital proficiency with meaningful instructional outcomes in technology enhanced learning environments.
Downloads
References
Almekhlafi, A. G. (2020). Teachers’ use of digital tools in education: Challenges and opportunities. International Journal of Education and Development Using Information and Communication Technology, 16(3), 26–40.
Castillo, R. J. (2024). Teachers’ digital competence and instructional technology integration. ChartExpo.
ChartExpo. (2026). Excel analytics and data visualization for educators. ChartExpo. https://chartexpo.com
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2019). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org
Department of Education. (2020). Policy guidelines on the implementation of Learning Action Cells. DepEd Philippines.
Department of Education. (2022). Basic education development plan 2030. DepEd Philippines.
Department of Education. (2023). Memorandum OUA OUT 011023 010: Adoption of Microsoft 365. DepEd Philippines.
Forsström, S. E., & Amdam, S. (2026). Teachers’ professional digital competence and pedagogical use of collaborative platforms. Computers & Education, 188, 104560. https://doi.org/10.1016/j.compedu.2025.104560
Hasanah, U., & Dewi, R. S. (2022). Teacher digital proficiency and learning capability assessment. Journal of Educational Technology, 18(2), 45–59.
Hattie, J. (2019). Visible learning: Feedback. Routledge. https://doi.org/10.4324/9780429485480
Jamiludin, J., Sari, R. P., & Hidayat, R. (2021). The effectiveness of Microsoft Office 365 in supporting online learning during the COVID 19 pandemic. Journal of Education and Learning, 15(2), 210–219. https://doi.org/10.11591/edulearn.v15i2.19845
Kamodi, K., & Garegae, K. G. (2019). Teachers’ use of productivity software in classroom management. International Journal of Instructional Technology, 6(3), 22–34.
Koehler, M. J., Mishra, P., & Cain, W. (2019). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–20. https://doi.org/10.1177/002205741319300303
Kolb, D. A. (2018). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
Lubag, J. A., Reyes, M. C., & Santos, R. P. (2023). Proficiency in Microsoft Office productivity tools and academic performance of senior high school students. International Journal of Educational Technology in Learning, 15(2), 112–125.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355
Microsoft. (2021). Microsoft 365 education overview. Microsoft. https://www.microsoft.com/education
Microsoft Support. (2024). Using Excel for education data management. Microsoft Support. https://support.microsoft.com
Moreira, J. A., Henriques, S., Goulão, M. F., & Barros, D. (2022). Teachers’ perceptions of Microsoft 365 use in online teaching during the COVID 19 pandemic. Education and Information Technologies, 27, 7815–7833. https://doi.org/10.1007/s10639-022-10921-7
Organisation for Economic Co operation and Development. (2019). Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/3ec8c3c6-en
Organisation for Economic Co operation and Development. (2020). Digital education outlook 2020. OECD Publishing. https://doi.org/10.1787/589b283f-en
Organisation for Economic Co operation and Development. (2021). Teachers at the centre of education recovery. OECD Publishing. https://doi.org/10.1787/8d9eef6c-en
Organisation for Economic Co operation and Development. (2023). Global teaching insights. OECD Publishing.
Organisation for Economic Co operation and Development. (2026). Digital transformation of education systems. OECD Publishing.
Phan, T. T., Dang, L. T., & Nguyen, H. M. (2022). Data visualization tools for educational decision making. Education and Information Technologies, 27, 10765–10785. https://doi.org/10.1007/s10639 022 11012 3
Rebman, C., Aiken, P., & Cegielski, C. (2021). Spreadsheet literacy and data driven decision making in education. Journal of Information Systems Education, 32(1), 1–10.
Schunk, D. H. (2020). Learning theories: An educational perspective (8th ed.). Pearson Education.
Trust, T., Carpenter, J. P., & Krutka, S. (2022). Leading by learning: Professional learning networks that support teacher growth. Educational Leadership, 79(6), 38–43.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2018). Under which conditions does ICT have a positive effect on teaching and learning? Journal of Computer Assisted Learning, 29(4), 399–410. https://doi.org/10.1111/jcal.12000
Wahyuni, S., & Kusumawati, N. (2020). The use of Microsoft Office 365 as a learning medium in mathematics learning during the COVID 19 pandemic. Journal of Physics: Conference Series, 1663, 012051. https://doi.org/10.1088/1742-6596/1663/1/012051
World Bank. (2020). Remote learning and COVID-19 education responses. World Bank Group.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jacob Jaime F. Paracale
This work is licensed under a Creative Commons Attribution 4.0 International License.
