The purpose of this study is to systematically assess the ICT competency levels of Indonesian teachers, and to identify priority areas for professional development. A survey instrument based on Behaviorally Anchored Rating Scales (BARS) was developed to measure teachers’ ICT competencies across six dimensions of UNESCO ICT-CFT (Competency Framework for Teachers). Data were collected from 118 Indonesian teachers and analyzed to examine differences in competency levels across demographic characteristics. An Importance–Performance Analysis (IPA) was also conducted to identify gaps between perceived importance and actual performance. The findings reveal significant differences in ICT competency by gender, age, and grade level in ‘in Understanding ICT in Education Policy’, with younger teachers and those teaching higher grades demonstrating higher levels of competency. No statistically significant differences were observed based on teaching experience or school type. Furthermore, ‘Understanding ICT in Education Policy’ was identified as the most important competency, yet it showed relatively low performance, indicating a critical area for improvement. These findings offer valuable insights for designing and enhancing ICT-integrated teacher training programs tailored to the current competency levels of teachers in Indonesia. 

Keywords : Teachers’ ICT competency, Indonesia, International Educational Development, BARS