Proficiency.

According to Saad (2020), technology proficiency is the ability to use technology to

communicate effectively and professionally, organize information, produce high-quality products, and
enhance thinking skills. In classroom settings, technology proficiency refers to the ability of teachers to
integrate technology to teach and facilitate, as well as to improve learning, productivity, and
performance. These abilities are needed to participate in a technological world. Technology proficiency
enables teachers to identify and explore a wide variety of technological tools and devices to determine
and select those that best respond to teaching and learning contents. Among teachers, basic proficiency
in information technologies is typically used to communicate electronically, organize activities and
information, and create documents in schools or higher-education institutions.

According to Christensen & Knezek (2017), accurately measuring levels of technology proficiency in
current and future classroom teachers are an important first step toward enhancing comfort level and
confidence in integrating technology into the educational environment. The original Technology
Proficiency Self-Assessment survey has maintained respectable psychometric properties for more than
15 years in assessing educator self-efficacy regarding skills for integrating technology into classroom
teaching and learning. An updated version of the TPSA with new items related to emerging technologies,
including mobile technologies, is shown to remain a reliable and valid instrument worthy of use with
preservice and in-service educators for planning professional development related to technology
integration.

According to Aghaei et al. (2020), this article reviews different methods for assessing Microsoft Office
proficiency, including standardized tests, performance-based assessments, and self-reported measures.
It also discusses the challenges of measuring proficiency in such a complex suite of applications.

According to Setiyoningrum & Cherid (2018), Manufacture of bulk mail is a common thing to do, both in
the rural environment, academic, organization, or in layman's instansi. Selama administrative activities
related to the mass mailing is done by creating a letter to then reproduced and edited manually one by
one on different parts, for example on the part of the name and address. In fact, Microsoft Office has
provided tools mail merge to create mass mailings that can handle multiple recipients with just one
surat. Salah one solution to overcome this problem, many outstanding tutorials, discuss thoroughly the
mail merge, but there needs to be a media that serves to test the extent to which knowledge of a person
in control of such knowledge.

According to Nadeem et al (2019), this article examines the relationship between Microsoft Office
proficiency and employability. It finds that proficiency in these applications is a valuable skill for job
seekers in a variety of industries.

According to Bolaji & Okesola (2021), Office technology and Management (OTM) education is an integral
part of business education programmed in Nigeria. The course is expected to provide occupational skills
for its recipients in business or office related occupations either as employees or self-employed. The
central attention of the paper is that when students who are considered future leaders are empowered,
it subsequently leads to the social, economic, and political growth and stability of any nation. In view of
this, the study sought to assess Office Technology and Management.

According to Nadeem et al (2018), this study uses meta-analysis to examine the relationship between
Microsoft Office proficiency and job performance. It finds that there is a positive and significant
relationship between the two.
 According to Balagosa & Samson (2021), This descriptive study focused on the information and
communication technology proficiency of PA Cuaycong Elementary School teachers. The respondents
were the thirty-two teachers who were chosen at random from the total of thirty-four. The level of ICT
proficiency in the areas of Microsoft Word, Microsoft PowerPoint and Microsoft Excel of the teacher
respondents were assessed using a researcher-made questionnaire.

According to Beasley (2013), this article describes the development and validation of a new measure of
Microsoft Office proficiency. This measure could be used to assess the skills of job applicants or to track
the progress of students in training programs.

According to Otuya et al. (2021), the study was carried out to assess ICT proficiency of accounting
practitioners as one of the contemporary challenges facing the accounting profession and education in
Nigeria. The study was anchored on the Technology Acceptance Model (TAM) and adopted the survey
research design. The population of the study consists of accounting practitioners in Delta State. Data
were collected through questionnaires. Using a purposive sampling method, 80 accounting practitioners
made up lecturers and chartered accountants (in practice) were selected for the study.

According to Imperial (2013), this article reviews the research on the Microsoft Office Specialist (MOS)
certification program. It finds that the MOS certification is a valid and reliable measure of Microsoft
Office proficiency.

According to Bicen et al. (2018), the aim is to determine the proficiency of using instructional
technologies in the TRNC. The quantitative research method was used and, in terms of collection tools, a
demographic information form along with an opinion survey aimed at defining their usage and skill levels
of special education teachers in the TRNC related to the use of instructional technologies were used.