Building Teacher Capacity in Resource-constrained Settings: A Mixed Methods Study at Ripang Elementary School

Abstract

This mixed methods study investigates the influence of digital literacy, collaborative learning, and teacher self-efficacy on instructional effectiveness among elementary teachers at Ripang Elementary School in the Philippines. Despite the Department of Education’s push for digital integration, empirical evidence on these factors’ combined impact in resource-constrained rural schools remains limited. The study employed a census approach with all 7 full-time elementary teachers, using structured questionnaires for quantitative data and semi-structured interviews for qualitative insights. Multiple regression analysis revealed that digital literacy, collaborative learning, and teacher self-efficacy collectively explain 68% of the variance in instructional effectiveness (R² = 0.68, p = 0.002), with teacher self-efficacy emerging as the strongest predictor (β = 0.42, p = 0.005). Findings indicate that 28.6% of teachers possess high digital literacy while 57.1% demonstrate moderate proficiency; 42.9% show high collaborative engagement, with another 42.9% at moderate levels, and 71.4% report moderate self-efficacy. Qualitative data revealed challenges related to limited resources and time constraints, yet highlighted opportunities for peer support and professional learning communities. The study concludes that holistic teacher development programs integrating digital skills, collaborative practices, and self-efficacy enhancement are essential for improving instructional outcomes in resource-limited settings. These findings provide actionable insights for school administrators and policymakers developing teacher capacity-building initiatives.