Information and communication technologies (ICTs) have developed quickly, and as a result, their use in daily life has increased. This study investigates the ICT skills of elementary school teachers in the Flora District in the school year 2023-2024, focusing on proficiency levels and the factors influencing their development. This study determined the level of ICT skills of teachers considering their profile according to age, educational attainment, positions, length of service, and number of ICT-related training. Also, factors affecting the teacher’s ICT skills and interventions was determined to further explain their ICT skills level. Employing an embedded research design, quantitative data were gathered from 94 teachers through surveys, and qualitative insights were collected from interviews with eight teachers. Findings reveal that teachers have moderate overall ICT proficiency, with strengths in word processing and presentation skills but deficiencies in file management, system maintenance, and computational skills. Age and participation in ICT-related training sessions were significant factors, with younger teachers generally showing higher proficiency. Teachers who frequently integrate ICT tools in their instruction demonstrated better skills, highlighting the importance of usage in improving proficiency. Additionally, access to resources and continuous learning strategies emerged as crucial factors in enhancing ICT skills. The study concludes that targeted interventions, including specialized training, resource provision, and professional development initiatives, are essential for elevating teachers’ ICT competencies.