Instructional leadership practices in the integration of digitized materials to support pupils’ learning

This study investigates the instructional leadership practices employed in the integration of digitized instructional materials (DIMs) in public elementary schools within Tabaco City Division during School Year 2020–2021. The COVID-19 pandemic accelerated the adoption of digital learning modalities, compelling schools to utilize DIMs such as digital textbooks, applications, and online resources to sustain pupil learning. The research focused on the extent of integration of DIMs in planning, resource allocation, and curriculum development, as well as their support to pupils’ learning in terms of content knowledge, learning environment, and community linkages. A sample of 205 teachers and 40 school heads from mainland, upland, and island schools was studied to determine differences in practices and support levels across contexts. Findings highlighted both the potential of DIMs to scaffold understanding, incorporate digital age skills, and personalize learning, as well as challenges related to resource limitations, teacher preparedness, and connectivity issues. The study emphasizes the importance of instructional leadership in guiding digital integration and proposes training and workshops to enhance teacher competence. Results are expected to inform DepEd, CHED, and other stakeholders in strengthening policies, improving digital infrastructure, and supporting effective instructional leadership practices in the evolving educational landscape.