Teacher Effectiveness Research Articles

Effects of the Psychosocial Factors Experienced by Teachers on Teaching Effectiveness in Secondary SchoolsEffects of the Psychosocial Factors Experienced by Teachers on Teaching Effectiveness in Secondary Schools in Ilemela Municipality

This study explores the effects of teachers’ psychosocial factors on teaching effectiveness in secondary schools in Ilemela Municipality. The study employed the psychosocial theory developed by Erikson (1959). The mixed research approach was used. The sample size was 92 secondary school students and 100 teachers which was obtained using simple random and purposive sampling techniques. The researcher employed questionnaires to collect quantitative data and interviews to collect qualitative data. Quantitative data was analysed using SPSS in which findings were presented using frequency distribution tables, while qualitative data was presented using thematic analysis. The findings show that there are psychosocial factors that do influence teachers’ decision-making in relation to assessment and evaluation as well as planning and implementation such as preparation of Teaching and Learning, assessment process, preparation of assessment tools, evaluation remarks, affect evaluation decision, and affect evaluation strategy. This implies that the psychological factors existing in the working area affect the decision-making process related to assessment and evaluation. Also, there are different strategies to be planned and implemented by school management and teachers to overcome the psychosocial factors they experience in their work contexts. The study recommends that educational leaders should ensure that public primary school teachers are provided with training on how to handle psychosocial problems.

Sagas of Triumphs of Leading School Heads’ Organizational Landscape Initiatives

Outstanding school leaders play a vital role in creating a successful educational environment that can positively impact organizational landscape initiatives. Thus, exploring the stories of triumphs of leading school heads who implemented innovative and effective initiatives is essential. The study purposively selected five (5) outstanding school heads who have outstanding performance in leadership. They have been awarded by the School Division Office of Laguna during the Awarding of Gawad Marangal Year 2020-2023. The data were analyzed using a Narrative Case study. It aimed to capture the narratives of these school heads and gain insights into the strategies, challenges, and outcomes of their organizational landscape initiatives. The study revealed that these leading school heads demonstrated exceptional leadership skills and strategic thinking in implementing organizational landscape initiatives. They were able to create a transformative educational environment by effectively engaging stakeholders developing innovative programs and fostering a culture of collaboration. Their initiatives resulted in improved student performance, enhanced teacher effectiveness and satisfaction, increased parent and community involvement, and overall positive changes in the school’s organizational landscape. They had set high standards of success for their schools by cultivating a proactive and collaborative learning environment. Their optimism, resiliency, and being a relational type of leader have seen them through the myriad of difficulties as school leaders. They stressed that they should be the agents of change in their schools, inspiring others to work hard to achieve their goals and continuously improve. Outstanding school heads typically use one of two approaches: transformational or democratic leadership. With their leadership philosophies, they were more successful at managing employees and creating an atmosphere that is favorable to accomplishing educational objectives. Because of pragmatism and progressivism – the leading school heads’ educational ideologies – they were able to strike a balance between ideas and uphold a clear, consistent vision for their schools.

Empowering Innovation and Performance in Higher Education: The Transformative Role of Participative Decision-Making

Abstract Higher education institutions rely heavily on effective decision-making processes to shape teacher effectiveness, which in turn influences the performance and creativity crucial for fostering innovation and critical thinking among students. This research paper explores the significant impact of leadership decision-making styles, particularly participative decision-making, on teacher performance and creativity within the context of higher education. From 2016 to 2024, by examining the interplay between administrative heads and teachers and analyzing gendered perceptions, the study reveals the profound influence of participative decision-making on enhancing academic outcomes and offers actionable insights for administrators and policymakers.

Challenges in Instructional Supervision: A Phenomenological Study of Master Teachers in Cabuyao

This study explored the lived experiences of master teachers in the City Schools Division of Cabuyao, focusing on the challenges they encountered in instructional supervision. The research aimed to identify specific issues faced by master teachers and propose solutions to enhance teacher effectiveness and professional growth. A phenomenological qualitative research approach was employed, utilizing homogenous purposeful sampling. Ten master teachers who supervised schools with low National Achievement Test results in 2021-2022 participated in the study. Data were analyzed using Interpretative Phenomenological Analysis, generating key themes from the participants' experiences. The analysis revealed three major themes: Time Management and Issues with Lesson Exemplars, Incorrect Classroom Management Practices and Pedagogical Approaches, Addressing Negative Feedback from Teachers, and Lack of Awareness of New Strategies. These themes highlighted challenges such as time management, classroom procedures, pedagogical approaches, and managing teachers’ reactions to feedback. The study suggested that school heads and master teachers should focus on enhancing teacher effectiveness, fostering professional growth, and addressing strengths and shortcomings identified during supervision. Emphasis was placed on developing teaching skills through self-awareness and positive behavior reinforcement. The importance of fostering reflection and generating improvement ideas without judgment was also highlighted. Based on the findings, a program for master teachers and teachers was proposed to address the critical needs of effective supervision in educational settings, aiming to support consistent improvements and a more effective teaching approach.

Assessing the Impact of Student’s Evaluation of Teachers (SET) on English Speaking and Writing Anxiety among BS English Students in Peshawar, Pakistan

Background: Language learning anxiety, especially in speaking and writing, significantly affects students' academic success. This study examines the correlation between student’s evaluation of teachers (SET) and anxiety levels in English speaking and writing among BS (Bachelor of Science) English students in Peshawar, Pakistan. Methods: Utilizing a quantitative research approach, the study recruited a random sample of 154 undergraduate students enrolled in BS English language classes. Data collection involved a well-designed questionnaire incorporating validated scales: The Student’s Evaluation of Teaching Scale the adapted Foreign Language Classroom Anxiety Scale (FLCAS), and the English Writing Anxiety Scale (EWAS). Descriptive and inferential statistical methods, including Pearson correlation coefficients, were employed to analyze the data. Results: The findings revealed a minimal negative correlation between SET and anxiety in both speaking (-0.02) and writing (-0.02). This suggests that as students' anxiety about speaking and writing increases, their evaluations of teachers tend to be slightly less favorable, although the correlation is weak. The results underscore the complexity of factors influencing student evaluations and highlight the nuanced role of anxiety in language learning contexts. While anxiety is a factor in students’ perceptions of teacher effectiveness, other elements such as teaching methods, teacher-student relationships, and course content may play more significant roles. Conclusion: The study contributes to understanding the intricate dynamics between teacher evaluation and student anxiety, emphasizing the need for supportive teaching strategies to alleviate language learning anxiety and improve educational outcomes. Further research is warranted to explore these relationships in diverse educational and cultural contexts.

A study of teacher effectiveness among elementary school teachers in relation to their life satisfaction

A study of teacher effectiveness among elementary school teachers in relation to their life satisfaction

Performance Management and Teacher Effectiveness in Primary Schools in Bulaago Coordinating Centre, Bulambuli District, Uganda

Abstract This study examined the relationship between performance management and teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. Informed by the Goal Setting Theory, performance management measured in terms of goal setting, performance appraisal and career development was related to teacher effectiveness Teachers’ effectiveness was also considered as a multi-dimensional concept covering content knowledge, personal conduct, pedagogical effectiveness, professional effectiveness and classroom management. This study employed the correlational research design on a sample of 102 teachers. Data were collected using a questionnaire and analysed using quantitative methods. Structural equation modelling (SEM) results revealed that while goal setting and career development had positive and significant relationship with teacher effectiveness, performance management appraisal had positive but insignificant relationship with teacher effectiveness. Therefore, it was concluded that goal setting is important for teacher effectiveness, the way of implementing performance appraisal does not enhance teacher effectiveness and career development is necessary for teacher effectiveness. Therefore, it is recommended that administrators should emphasize goal setting in the management of schools and improve the way of implementing appraisal. The Ministry of Education and Sports and school administrators should support teacher career development to enhance their effectiveness.

Öğretmenlerin boş zaman katılımlarının iş-aile çatışmasına etkisi

Öğretmenlerin boş zaman katılımlarının iş-aile/aile-iş çatışması üzerindeki etkisinin belirlenmesi çalışmanın amacını oluşturmaktır. Ayrıca, öğretmenlerin boş zaman aktivitelerine katılım düzeyini, iş-aile çatışması ve aile-iş çatışması düzeylerinin incelemesi çalışmanın bir diğer amacını oluşturmaktadır. Bu doğrultuda nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Öte yandan çalışmanın saha araştırması kapsamında Ankara’da faaliyet gösteren 485 öğretmenden çevrimiçi formatta anket tekniğiyle veriler elde edilmiştir. Anket formu, sosyo-demografik durum formu, boş zaman katılım ölçeği ve iş-aile çatışması ölçeğinden oluşmaktadır. Elde edilen veriler ışığında, demografik değişkenlerin analizi için SPSS 27 ve yapısal model testi için PLS-SEM paket programları kullanılmıştır. Araştırma sonucunda, fiziksel ve sosyal aktivitelere katılımın aile-iş çatışması üzerinde anlamlı ve negatif bir etkisi olduğu sonucuna ulaşılmıştır (p <0.01). Bu noktada boş zaman katılımının örgütler için ne kadar önemli olduğu bir kere daha ispatlanmakla beraber çalışanlarının iş-aile/aile-iş çatışmalarını ortadan kaldırmak için bilhassa aile içi rekreasyon faaliyetlerini maddi olarak desteklemesinin gerekliliği vurgulanmıştır.

유아 교사의 아동학대 인식과 놀이신념이 유아권리존중실행에 미치는 영향

The purpose of this study is to investigate the relationship between early childhood teachers' perception of child abuse, play beliefs, and practice of respect for early childhood rights, and to investigate the effect of early childhood teachers' perception of child abuse and play beliefs on the practice of respect for early childhood rights. The subjects of the study were 309 early childhood teachers working in kindergartens and daycare centers in G and S cities, and a survey was conducted among them. The collected data were used using the SPSS 24.0 program, and correlation analysis and stepwise regression analysis were performed. As a result of the study, first, it was found that there was a correlation between early childhood teachers' perception of child abuse, play beliefs, and practice of respect for early childhood rights. Second, as a result of examining the effect of early childhood teachers' perception of child abuse and play beliefs on the practice of respect for infant rights, it was found that the early childhood teachers' perception of child abuse and play beliefs were variables that predicted the practice of respect for infant rights. This study is expected to be used as basic data to find ways to promote early childhood teachers' awareness of child abuse and belief in play, which are important variables in the practice of respecting the rights of infants.

예비유아교사의 진정성이 소명의식, 숙달목표성향 및 학업크래프팅을 매개로 학문적 창의성에 미치는 영향

This study examined the effects of cognitive psychological factors that affect preliminary early childhood teachers’ scholarly creativity and the mediating effects of calling, mastery goal orientation, and study crafting in the relationships between authenticity and scholarly creativity. The participants were 220 preliminary early childhood teachers at G university in G area of South Korea. We measured the authenticity, calling, mastery goal orientation, study crafting, and scholarly creativity of preliminary teachers. The collected data were analyzed using the structural equation modeling. The results showed that authenticity of preliminary early childhood teachers significantly influenced calling and mastery goal orientation, and their calling significantly influenced mastery goal orientation and study crafting. The effect of mastery goal orientation on study crafting and the effect of study crafting on scholarly creativity were significant. In addition, the effect of preliminary teachers’ authenticity on scholarly creativity successively mediated by calling and study crafting were significant. The effect of their authenticity on scholarly creativity successively mediated by mastery goal orientation and study crafting were also significant. Finally, preliminary teachers’ authenticity significantly influenced scholarly creativity successively mediated by calling, mastery goal orientation, and study crafting. Academic and practical implications and directions for future study were suggested.

Examining the effects of social studies teachers' self-efficacy perceptions and psychological resilience on psychological well-being during the COVID-19 Pandemic

COVID-19 pandemisinin halk sağlığı ve tıbbi alandaki önemine ilave olarak, iş hayatındaki kısa ve uzun vadeli etkilerine dair çalışmalar da giderek çeşitlenmektedir. Bu çerçevede bu çalışmanın temel amacı, pandemi sürecinde önemli değişim ve dönüşümlere kısa zamanda uyum sağlamak zorunda kalan sosyal bilgiler öğretmenlerinin algıladıkları öz-yeterlilikleri ve psikolojik dayanıklılıklarının psikolojik iyi oluşları üzerindeki etkilerini incelemektir. Bu amaçla, Muğla İl Milli Eğitim Müdürlüğü’ne bağlı okullarda görevli 183 sosyal bilgiler öğretmeninden oluşan örneklemden anket tekniğiyle elde edilen verilere, Stata ve SPSS programları yardımıyla, doğrulayıcı faktör analizi, korelasyon ve çoklu regresyon analizleri uygulanmıştır. Bu analizler sonucunda, katılımcıların öz-yeterlilik algılarının psikolojik iyi oluşları üzerinde pozitif ve anlamlı bir etkisi olduğu bulunmuştur. Fakat, katılımcıların psikolojik dayanıklılık boyutlarından sadece “gelecek algısının” psikolojik iyi oluş üzerinde pozitif ve anlamlı etkisi olduğu tespit edilmiştir. Başka bir deyişle, psikolojik dayanıklılığın kendilik algısı, sosyal yeterlilik, yapısal stil, aile uyumu ve sosyal kaynaklar alt boyutlarının, psikolojik iyi oluş üzerinde anlamlı bir etkisi olmadığı sonucu ortaya çıkmıştır.

보육교사의 갈등, 직무만족과 협상유형이 이직의도에 미치는 영향

Objectives The This study attempted to investigate the effect of job satisfaction and negotiation types in the relationship between conflict of childcare teachers and turnover intention.
 Methods This study was conducted on 517 childcare teachers at daycare centers located in Seoul and Gyeonggi Province. Data collection was conducted by direct collection and web-based electronic questionnaire (Google Questionnaire), and the collected data were analyzed using the IBM SPSS 22.0 program and the MACRO PROCESS program.
 Results First, it was found that the conflict of childcare teachers, job satisfaction, and negotiation types had an effect on the childcare teacher's turnover intention. Second, it was found that job satisfaction played a mediating role in the relationship between child care teacher conflict and turnover intention, and that child care teacher conflict influenced the child care teacher's turnover intention through job satisfaction. Third, it was found that the type of negotiation had a moderating effect in the relationship between conflict of childcare teachers, job satisfaction, and turnover intention.
 Conclusions In conclusion, it was found that the intention to turnover of childcare teachers was influenced by conflict and job satisfaction, and the type of negotiation had a moderating effect in the relationship between these variables. This result means that the type of negotiation of childcare teachers can control turnover intention. Conflicts of childcare teachers have a positive effect on turnover intention, but continuous research is needed to prepare measures to control the effect of childcare teachers' turnover intention through job satisfaction and conflict management.

보육교사의 소진이 교사-영아 상호작용에 미치는 영향: 인지적 유연성에 의한 분노조절능력의 조절된 매개효과를 중심으로

보육교사의 소진이 교사-영아 상호작용에 미치는 영향: 인지적 유연성에 의한 분노조절능력의 조절된 매개효과를 중심으로

Effect of Leader Creativity Expectations on Creative Performance in Higher Education: Mediating Role of Intrinsic Motivation for Creativity

A plethora of research reported the positive effect of teachers' expectations on students’ academic performance. However, very little is known about how academicians’ perceived leader creativity expectations (LCE) affect their creative performance in higher education. With support from Pygmalion theory, this study's objectives are two-fold: a) to analyze the effect of academicians’ perceived LCE on their creative performance; and b) whether the intrinsic motivation for creativity mediates the relationship between academicians’ perceived LCE and creative performance. A usable sample of 281 responses is drawn from the full-time academicians of private-sector universities. The structural model demonstrates medium-to-high out-of-sample predictive power. This study is among the first reports in both creativity and education literature which assesses nonlinear effects and endogeneity using Ramsey’s RESET test and Gaussian copula approach respectively to determine the robustness of the structural model’s results. The findings suggest that, although academicians’ perceived LCE has a significant positive effect on creative performance, it actually emasculates the intrinsic motivation of academicians in higher education. Besides, intrinsic motivation mediates the relationship between academicians’ perceived LCE and creative performance. Implications and future directions are discussed.

영유아권리존중 프로그램이 교사의 심리적 안녕감과 영유아권리존중 보육실행에 미치는 영향

This study attempted to investigate the effect of teachers' psychological well-being and respect for infant rights on childcare implementation by developing a program for respecting infant rights. The subjects of this study were 19 childcare teachers working at G Daycare Center (10 experimental groups) and T Daycare Center (9 comparative groups) located in G city, Gyeongsangbuk-do. The teachers in the experimental group conducted a respect for infant rights program for 12 weeks, and in the case of the comparative group, classes according to the standard childcare course were conducted without a separate program. In order to verify the effectiveness of the infant rights respect program, tests on psychological well-being and respect for infant rights were conducted before and after the implementation. The SPSS 22.0 program was used for statistical processing of the collected data, and homogeneity was verified by performing an independent sample t-test for the pre-test. The results of this study are as follows. First, the infant rights respect program was effective in improving the psychological well-being of teachers, and it was verified that it was effective in improving the sub-areas of self-acceptance, positive interpersonal relationships, autonomy, control over the environment, purpose of life, and personal growth. Second, the respect for infant rights program had a positive effect on the level of infant rights respect child care implementation, and it was proven to be effective in improving the best interests of children as well as respecting the sub-areas of one day. Therefore, it is necessary to provide a variety of infant rights respect programs suitable for the needs and characteristics of educational institutions and members to promote teachers' psychological well-being and to better implement respect for infant rights childcare.

Development of Assessment Media Using Wondershare Quiz Creator for Evaluation Effectiveness for Teachers in Dompu Regency

The increasingly rapid development of technology has spurred the world of education to adapt to the progress of the digital world. Minister of National Education Regulation number 16 of 2007 mandates that one of the core competencies of teachers is to carry out assessments and evaluations of learning outcomes. Technology integration is one of the main characteristics of education today. The use of computers, the internet, smart devices and educational applications is becoming increasingly common in educational settings. Teachers must be able to integrate media into their daily teaching process. The problems that occur at SDN 32 Woja can be overcome by computerization in making questions. Research and Development (RnD) is the type of research used in this research. RnD is a highly effective research strategy or method for improving practice. The validation results of the computer mathematics learning assessment tool created by quiz maker Wondershare achieved an average percentage of subject matter experts of 90.25%. Based on the results of limited experiments, the average student response rate in the very interesting category was 80.21%. In summary, it can be concluded that based on students' answers, the effectiveness of the mathematics learning assessment tool using Wondershare quiz creation software is considered very effective, with an average assessment percentage of 83.26%, which means this learning assessment tool is suitable for use.

Making the grade: The effect of teacher grading standards on student outcomes

AbstractOne mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are understudied. Using administrative data that links individual students and teachers in Algebra I classrooms from 2006 to 2016, we examine the effects of teachers' grading standards on student learning and attendance. High teacher grading standards increase both contemporaneous student achievement in Algebra I and performance in subsequent math classes. Heterogeneity analyses find that these impacts are positive and similar in size for students of different backgrounds, aptitudes, and school contexts.

Integrating Technology on Professional Development of Elementary School Teachers’ in the 21st century

This article explores the significance of integrating technology into the professional development of elementary school teachers in the 21st century. As technology continues to evolve, its role in education becomes increasingly essential, shaping the way teachers engage with content, students, and pedagogical practices. The study investigates the impact of technology-enhanced professional development programs on teacher effectiveness, student learning outcomes, and the overall educational experience. Utilizing a mixed-methods approach, including surveys, interviews, and classroom observations, the research aims to provide a comprehensive understanding of the benefits and challenges associated with incorporating technology into the ongoing learning experiences of elementary educators. This research article explores the potential impact of ICT, Smart Classroom, Internet of Things (IoT) on the professional development of elementary school teachers. As technology continues to evolve, the integration of IoT into educational settings presents a unique opportunity to enhance teaching practices, streamline administrative tasks, and foster a collaborative and innovative learning environment. This study investigates the ways in which IoT can be effectively utilized to support the professional growth of elementary school teachers, ultimately contributing to the improvement of overall educational outcomes.

Характеристика професійної компетентності вчителя-логопеда інклюзивноресурсного центру

This article highlights and analyzes modern views on the professional competence of a teacher-speech therapist of an inclusive resource center. The effectiveness of the speech therapist teacher in the inclusive resource center depends on the level of formation of his professional competence, which in turn is a complex integrative education. The term "competence" (from the Latin "competentes", "competentis" – appropriate, capable) indicates a set of relevant knowledge, which is necessary for effective professional activity, and also implies the mastery of skills, experience in a certain field. The scientific research carried out by us gave grounds for defining the term "professional competence of a speech therapist teacher, specialist of an inclusive resource center" as a system of necessary knowledge, abilities and skills, which are necessary for effective diagnostic, corrective and developmental, and informational and educational activities, and also provides mastering the skills, experience of activities in the IRC on stimulating and correcting the speech development of children with special educational needs. The definition of basic categories in the theory of professional training of educational specialists represents the diversity of the concepts of "competence" and "competence". Competence is a range of issues, problems, in the solution of which a person has certain powers, knowledge, and experience. The analysis of scientific research and publications made it possible for us to distinguish various types of competences of a speech therapist teacher (specialist (consultant)) of an inclusive resource center: inclusive-corrective, psychological-pedagogical, communicative, informational, normative-legal, socio-economic, multicultural, professional. Inclusive and corrective competence is a system of knowledge of the theoretical and methodological principles of organizing inclusive education and corrective and developmental activities, as well as programs of developmental work with children with special educational needs and typical curricula of special schools (for children with speech disorders). Thus, competence is a system of problems, questions, and tasks for the solution of which a specialist is empowered. Therefore, competence is a much broader concept than competence and aims to have the competencies to perform certain tasks and functions, which are regulated by the job description. For this purpose, a speech therapist must be distinguished by a system of knowledge of the theory of correctional pedagogy, speech therapy, psychology, etc., as well as possess the ability to effectively apply in practice, systematically familiarize himself with the current regulatory and legal framework, new methods of performing correctional work. The conducted analysis is the basis for the conclusion that the professional competence of a speech therapist teacher (specialist (consultant)) is a conglomerate of theoretical knowledge and practical skills, which improves with the presence of the third component - positive experience of practical activity.

Digital Infrastructure on Teaching Effectiveness of Public-School Teachers

Purpose: In the dynamic landscape of education, the integration of digital infrastructure significantly shapes public-school teachers' effectiveness. This study aims to investigate the interplay between digital infrastructure and teaching effectiveness, focusing on four subvariables: Access to Digital Infrastructure, Digital Pedagogical Skills, Technical Support and Infrastructure Maintenance, and Perceived Impact on Teaching Effectiveness. Specifically conducted at Old Damulog National High School, the research explores the current state of digital infrastructure, assessing teachers' access to resources and platforms. It also analyzes educators' digital pedagogical skills and evaluates technical support and infrastructure maintenance. The study aims to provide insights for policymakers, administrators, and educators, guiding the development of strategies to optimize digital infrastructure and enhance overall teaching effectiveness in public schools.
 Methodology: The quantitative research design was used on this study. A Survey Questionnaire was administered to public school teachers of Old Damulog National High School. The survey will include items related to access to digital infrastructure, digital pedagogical skills, technical support, infrastructure maintenance, and perceived impact on teaching effectiveness. Likert scales and closed-ended questions were used for quantitative data analysis.
 Findings: The study on "Digital Infrastructure and Teaching Effectiveness of Public-School Teachers" uncovers a multifaceted dimension. Teachers show varying access to digital resources, indicating potential disparities. Positive trends emerge in developing digital pedagogical skills, yet perceptions of technical support and infrastructure maintenance are moderate. The study emphasizes the importance of a robust feedback mechanism for infrastructure improvement and the necessity for comprehensive backup plans. Despite a generally positive perception of digital infrastructure's impact on teaching effectiveness, identified areas for improvement focus on providing structured professional development opportunities. These findings highlight the intricate interplay of access, skills, and support, emphasizing the need for targeted interventions to optimize digital tools in public-school teaching practices.
 Implications to Theory, Practice and Policy: The study highlights the need to refine existing frameworks to address the complex dynamics of digital infrastructure in teaching effectiveness. Educators and administrators can utilize these insights for targeted professional development, ensuring teachers have the requisite skills for optimal use of digital tools. The study emphasizes the importance of vigorous technical support and infrastructure maintenance for seamless integration. From a policy perspective, it advocates for comprehensive policies addressing access disparities, laying the groundwork for equitable digital education. Top of Form
 Recommendations: Based on the findings of this study, several key recommendations emerge to enhance the digital infrastructure and teaching effectiveness of public school teachers. Firstly, there is a critical need for targeted professional development opportunities to strengthen teachers' digital pedagogical skills. Administrators and policymakers should invest in training programs that focus on collaborative efforts and awareness of accessibility considerations, as highlighted by the literature. Secondly, addressing challenges in technical support and infrastructure maintenance is imperative. Schools must provide opportunities for teachers to offer feedback and suggestions for improving digital infrastructure, and comprehensive backup plans should be established to mitigate the impact of failures. Furthermore, policymakers should prioritize developing and implementing comprehensive policies that ensure equitable access to digital resources, minimizing disparities among students. Encouraging collaboration and resource-sharing among teachers can be instrumental in creating a supportive and dynamic digital learning environment.