BRIDGING THE DIGITAL DIVIDE: SCHOOL LEADERS' EXPERIENCES IN MONITORING THE IMPLEMENTATION OF TECHNOLOGY-ENHANCED LEARNING

DEPED

This phenomenological study explored the lived experiences, challenges, coping mechanisms, and insights of seven school heads in Nabunturan East District as they monitored the implementation of Technology-Enhanced Learning (TEL) in their respective schools. Through in-depth interviews and thematic analysis, the study revealed that school leaders played a crucial role in ensuring teacher readiness by providing training, technical support, and continuous professional development. They also modeled technology use and cultivated collaboration among teachers, parents, and stakeholders to enhance TEL integration. Among the key challenges faced were limited infrastructure, unreliable internet connectivity, financial constraints, resistance to change, and gaps in digital skills among teachers and administrators. In response, school heads employed coping strategies such as reallocating school schedules for TEL planning, engaging in professional learning communities, advocating for funding support, and fostering a culture of shared leadership and accountability. Their insights emphasized the importance of ethical and inclusive use of technology, the strategic alignment of TEL with school improvement plans, and the need for context-sensitive leadership practices that promote equity, innovation, and resilience. Ultimately, the study underscores the need for sustained capacity-building, supportive policies, and visionary leadership to ensure the effective implementation and long-term success of TEL in basic education.

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