WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue VIII (August 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue VIII (August 2025), pp.32-34
REYNOLD G. BUSTILLO, DIT
Associate Professor V
Biliran Province State University
Introduction
In the Philippine education system, qualifications and certifications are key factors in determining a candidate’s eligibility and competitiveness for a teaching position in the Department of Education (DepEd) (Gepila, 2020). While a Bachelor’s degree in education and passing the Licensure Examination for Teachers (LET) remain the basic requirements, supplementary certifications such as the Computer Systems Servicing National Certificate II (CSS NC II) can provide applicants with a significant advantage. In Biliran, a province where technological infrastructure is still developing and digital literacy is becoming increasingly important in education, possessing a CSS NC II offers clear benefits for aspiring educators.
The CSS NC II is awarded by the Technical Education and Skills Development Authority (TESDA) to individuals who demonstrate competencies in computer system installation, network setup, and IT system maintenance. It certifies proficiency in diagnosing and repairing hardware issues and ensuring the proper functioning of computer-based tools—skills that are increasingly relevant in today’s classrooms.
In a rapidly digitizing world, such technical skills are no longer exclusive to IT professionals. Teachers are now expected to integrate technology into lessons, navigate digital platforms, and solve basic technical problems to ensure smooth delivery of instruction, whether in face-to-face or blended learning environments (Олендра, 2023).
In Biliran’s context—a small island province in Eastern Visayas with many rural schools—these technical skills are especially valuable. While DepEd has been promoting ICT integration in classrooms through various programs, several schools still struggle with limited access to updated equipment and professional IT support. In many cases, teachers are expected to take on roles beyond teaching. A CSS NC II-certified teacher can help bridge this gap by providing critical support in operating and maintaining digital learning tools.
In rural schools, where dedicated IT staff are often unavailable, a teacher with a CSS NC II is a considerable asset. Beyond teaching, they can assist in maintaining computer labs, conducting digital literacy sessions, supporting colleagues with troubleshooting needs, and leading technology-related school programs. This multi-functionality is particularly helpful in maximizing the limited resources many Biliran schools face.
When applying for a position in DepEd, especially in competitive hiring pools, applicants with added credentials often have an advantage. A CSS NC II certificate signals to hiring committees that the applicant possesses not only the required teaching qualifications but also practical, job-relevant skills. This can be a deciding factor in applicant rankings, particularly when evaluated under the Results-Based Performance Management System (RPMS), which considers “plus factors” such as training, certifications, and demonstrated competencies.
Although the CSS NC II does not directly add points for experience or licensure, it demonstrates initiative, adaptability, and a readiness to support beyond teaching—qualities valued in resource-limited areas like Biliran. As DepEd integrates ICT into the K to 12 curriculum, tech-savvy teachers with skills in hardware, software, and digital initiatives stand out. More than a technical credential, the CSS NC II supports DepEd’s vision of building digital-ready, 21st-century school (Pa-alisbo, 2017).
