Abstract
This study examined the technological difficulties encountered by junior high school teachers and the mitigation strategies they employed in integrating technology into classroom instruction in a small-sized division in Northern Negros during School Year 2025–2026. A descriptive quantitative research design was utilized involving 120 teachers selected through convenience sampling. Data were collected using a researcher-developed questionnaire validated through expert review and tested for reliability using Cronbach’s alpha (α = 0.789). The instrument measured technological difficulties and mitigation strategies across three domains: technical skills, instructional integration, and access and maintenance. Descriptive statistics and the Mann–Whitney U test were used for analysis. Results indicated that teachers experienced generally low difficulty in technical skills but moderate challenges in instructional integration and access and maintenance. Mitigation strategies were implemented at moderate to high levels, with teachers frequently relying on self-directed learning, adaptive instructional practices, and peer collaboration. Selected profile variables showed significant differences in some domains. The findings highlight the need for sustained professional development, strengthened technical infrastructure, and institutional support systems to ensure sustainable technology integration. An action plan was proposed to enhance teachers’ digital competence and instructional practices. These findings provide evidence to inform school-based digital capacity-building programs and technology support policies.
Keywords: Technology integration, technological difficulties, mitigation strategies, junior high school teachers, digital competence