Technology integration in pedagogical practices and school management: implementation, challenges, and coping mechanisms toward an improvement plan

Abstract

Technology integration plays a vital role in both teaching-learning processes and school management. However, its implementation in public secondary schools remains uneven, particularly in rural and resource-limited areas. This study examined the extent of technology integration in pedagogical practices and school management among selected public secondary schools in Oriental Mindoro. It also identified the challenges encountered and coping strategies employed as a basis for an Enhanced School Improvement Plan. The study utilized an explanatory sequential mixed-method research design involving 145 school administrators and 145 teachers from mega and large public secondary schools. Data were collected using a survey questionnaire with high reliability coefficients (Cronbach’s alpha = 0.956 and 0.951). Quantitative data were analyzed using weighted mean, one-way ANOVA, and Tukey’s post hoc test, while qualitative responses were examined through thematic analysis. Findings revealed a high level of technology integration in instructional delivery and communication, while moderate levels were observed in digital content creation and organizational tasks. In school management, technology use was extensive in class operations, staff management, and data/resource management, but less evident in predictive planning, data ethics, and system integration. Significant differences were found among pedagogical and management domains (p < 0.05). Major challenges included limited skills, inadequate infrastructure, time constraints, and systemic issues. Coping strategies involved professional development, streamlined workflows, institutional support, and infrastructure enhancement. The study highlights the need for advanced digital skills training and content digitization to strengthen effective technology integration.