Due to its rapid rise, technology utilization and competence have become a standard for teacher quality in modern education. However, rural teachers face several difficulties adapting to modern technologies, resulting in low technology self-efficacy (TechSE). This study aimed to evaluate rural junior high school teachers’ (JHS) TechSE conformant to International Society for Technology in Education (ISTE) standards through a comparative-correlational quantitative research framework. Data were collected using a 2-part survey soliciting their demographic profile and technology confidence via Technology Integration Confidence Scale version 3 (TICS v3). 123 JHS teachers from multiple schools participated in the study. Key findings indicate fair confidence across all subscales despite being from rural areas. Comparative analyses indicate that males had higher overall TechSE but was only statistically significant in the domain Technology Literacy & Digital Citizenship. Postgraduates exhibited higher TechSE scores, although only significant in the domains Technology Usage and Technology Literacy & Digital Citizenship. Further analyses based on teachers’ career position and subject taught revealed no significant influence on teachers’ TechSE. Correlational analyses on age yielded a significantly weak negative relationship in all domains and teaching experience only in Technology Usage and Technology Literacy and Digital Citizenship, while training experience yielded no influence on teachers’ TechSE. These findings suggest that demographic differences are declining and are more nuanced as a recent trend. Meanwhile, teachers are recommended to participate in Continuing Professional Development and targeted interventions such as sex- and age-sensitive technology trainings.