SCHOOL HEADS' STRATEGIES IN DEPED COMPUTERIZATION PROGRAM IMPLEMENTATION: AN INQUIRY

Education

This phenomenological study explored how public elementary school heads implement the DepEd Computerization Program (DCP) in Davao de Oro, Philippines. Using in-depth interviews with nine principals and thematic analysis, the research examined their lived experiences, challenges, coping mechanisms, equity practices, and insights. Findings show DCP roll-out is both a blessing and a challenge, requiring systems thinking, patient capacity-building, and culture work. Leaders scaffold teacher readiness through school-based trainings, LAC sharing, and ICT-buddy mentoring; institutionalize utilization logs, checklists, and clear rotation schedules; and craft concise policies on use, care, inventory, and maintenance. Teachers initially exhibited hesitation and skill gaps but progressed toward creative, routine integration under no-shame practice and peer support. Major challenges includes absence of on-site ICT personnel, financial constraints, unstable internet/power, and sustainability pressures, these are aggravated by limited technical support, tight MOOE, and insufficient, non-progressive training. Principals managed and coped via teamwork and LGU/PTA partnerships; calm, supportive leadership; proactive planning and delegation; data-based decision-making; and adaptive, optimistic mindsets, including community bayanihan repair drives and targeted MOOE use for quick restoration. To promote equity, schools prioritize learners without home devices for lab time, open ICT rooms after class, embed group/triad work in reading and remediation, and provided offline/accessible alternatives. Insights emphasized digital literacy for teachers and learners, viewing technology as a partner, leadership that is firm, fair, and consistent, and thinking beyond compliance toward observable learning gains. The study recommended sustained, scaffolded professional development; preventive maintenance and replacement planning; strengthened LGU/alumni linkages; and equity-first access protocols so DCP translates into durable improvements in teaching and learning.

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