Plights of Tenured Teachers in Integrating Technology in Classroom Instruction - A Phenomenological Inquiry

Abstract

Technology integration for tenured teachers improves and enhances their skills in the teaching process. The study aims to explore the lived experiences, coping mechanism, and insights of tenured teachers in integrating technology. The researcher collected data from 17 Araling Panlipunan Tenured Teachers in high school from the Division of Tagum City using purposive sampling. This study employed a phenomenological approach and utilized an interview guide for in-depth interview and focus group discussion. The results of the study were analyzed using thematic analysis. In the lived experiences of tenured teachers, there are three emerging themes; facing challenges brought by ICT innovations; experiencing lack of know-how and interest; experiencing difficulty in access to resources and learning materials. Further, on tenured teachers coping mechanism there are also three themes; consultation with peers, class discovery and experiential learning; self-determination and perseverance. Lastly, on the insights of tenured teachers, three themes emerged; improving skills and adapting to change, best to share and learn from peers; never lose hope and determination. Results revealed that it is a challenge for tenured teachers to innovate strategies due to lack of know-how and difficulty or limited access to technology infrastructures. However, teachers were able to overcome these challenges through peer support, positive attitude and discovering classroom strategies which promotes experiential learning. Furthermore, tenured teachers see technology integration valuable since it improves their skills and adaptability to the technological changes and enable them to cope and never lose hope despite their tenure. This implies that on-going professional development plays a relevant role in improving tenured teachers’ skills and delivery of classroom instruction with technology integration.