JHSS (Journal of Humanities and Social Studies) Volume 05, Number 03, October 2021, Page 221-227 https://journal.unpak.ac.id/index.php/jhss e-ISSN: 2598-120X; p-ISSN: 2598-117X - 221 - THE LOW COMPETENCY OF EARLY CHILDHOOD EDUCATION TEACHERS INFLUENCES PROFESSIONAL DUTIES Sri Watini a*) , Racidon Bernarte b) a) Pancasakti University, Bekasi, Indonesia b) Polytechnic University Philippines, Maynila, Philippines *) Corresponding Author: srie.watini@gmail.com Article history: received 14 August 2021; revised 18 August 2021; accepted 24 August 2021 Abstract. The teacher is the determinant in the success of the learning process; it requires teachers who have professional Information Technology (IT) competence. In reality, many teachers have low IT competence. This study aims to determine IT competence for Early Childhood Education teachers in Bekasi, West Java. This research used the Survey Method. The techniques used in data collection are questionnaires and interviews—questionnaire in the form of ten questions that must be filled by respondents. The respondents in this study were 50 Early Childhood Education teachers taken by random sampling. The results of this study show the IT Competence of Early Childhood Education Teachers in Bekasi City is still low, and the need for the policies of certain parties to require Early Childhood Education teachers must have IT competence. Policies that require Early Childhood Education teachers to have comprehensive IT competencies need to be supported by regular monitoring and evaluation to ensure the effectiveness of the IT devices as media in the latest integrated technology learning. The teachers did competence due to the application of IT equipment in Early Childhood Education. They can be in line and contribute positively to the development of children's cognition, psychomotor, and practical. Moreover, Early Childhood Education is the initial phase of a child's formal education. Keywords: teacher; early childhood education; professional; competency; information technology I. INTRODUCTION The duties and responsibilities of Early Childhood Education teachers are not easy tasks. For this reason, the teachers must have professional competence as a provision in the learning process. According to [1], the teacher has duties, roles, competencies, and responsibilities towards their students hierarchically. In the 4.0 digital era and the Industrial Revolution, for Early Childhood Education teachers are even more burdensome because they have to be competent to the situations and conditions. ICT competence is the mastery competency of Information and Communication Technology (ICT). According to [2], ICT competencies of the teacher are the ability to develop learning innovations by utilizing ICT in both aspects of pedagogical, personal, professional, and social competencies. IT competence is not only needed for administrative tasks such as making reports (report cards) to parents, making attendance lists of students but also developing the creative and innovative learning media, carrying out the material to children, looking for various sources of materials or materials needed for the development of teaching materials, and other functions. Teachers and Lecturers Law Number 14 of 2005 Chapter IV, article 8, explained in article 10 that teachers are required to have pedagogical competence, personal competence, social competence, and professional competence [3]. Based on the results of [4], the implementation of ICT in increasing the competence of Early Childhood Education teachers through the Knowledge Management System in order to explore the difficulties faced by Early Childhood Education teachers in developing competencies, primarily pedagogical and professional competencies, is carried out treatment to be improved through empowerment Information and Communication Technology (ICT). In reality, many Early Childhood Education teachers do not have IT competence yet in supporting their profession. These mastery competencies both in the form of Microsoft office and in the development of other competencies based on IT. [5] said that in reality, the ability of teachers only mastered the ability of standard Microsoft office. This study aims to analyze and get information about the low IT skills of Early Childhood Education teachers based on existing problems. The results of this study expected to be the basis for recommendations to authorized parties such as government agencies, Early Childhood Education Institutions, and other related institutions. These institutions are related to improving the teacher by holding training, seminars, and workshops on improving IT competence for Early Childhood Education Teachers and regulations regarding the importance of IT Competence for Early Childhood Education Teachers. Competency interpreted as ability, skill, and authority [6]. Especially now in the digital era and in the era of the Industrial Revolution 4.0, teachers must have relevant competencies so that they can survive as teachers professionally. For this reason, teachers must always improve competency qualifications such as IT competence and mastery of linguistic literacy to develop networks and