Experiences of School Heads and Teachers in Implementing Techno-Based Instructional Strategies in Coastal Areas

Abstract

Technology integration in education has become essential in promoting learner-centered and interactive instruction, however, teachers in coastal schools face persistent challenges due to limited infrastructure, unstable connectivity, and insufficient digital resources. In this regard, the study explored the experiences of school heads and teachers in implementing techno-based instructional strategies in coastal schools.

Specifically, it aimed to examine teachers’ experiences, identify the challenges they encounter, describe their coping strategies, determine available support mechanisms, and develop a responsive techno-based enhancement program. A qualitative descriptive phenomenological design was employed. Eleven (11) participants, consisting of eight (8) teachers and three (3) school heads from selected coastal schools in San Fernando, Camarines Sur, were purposively selected. Data were collected through semi-structured interviews, supported by field notes and document analysis, and were analyzed using thematic analysis to identify recurring patterns and themes.

Findings revealed that teachers transform classroom practices by adopting interactive and learner-centered strategies despite constraints. However, major challenges were identified, including infrastructure and connectivity barriers, resource scarcity and maintenance issues, technological competency gaps, and time and workload constraints. To address these, teachers employed coping strategies such as peer collaboration, professional resilience, resourcefulness in low-tech settings, and stakeholder engagement. Support mechanisms, including administrative support, ICT training, mentorship, and community involvement, were found to be critical in sustaining technology integration.

Based on the findings, the Tech-CARE Program was developed to enhance teachers’ digital competence, resource access, collaboration, and instructional innovation. The study highlights the need for strengthened institutional support and continuous professional development to ensure sustainable and inclusive technology-integrated instruction in coastal schools.