Barriers, Strategies and Interventions of Digital Governance in the Schools Division Office of Camarines Norte Philippines: A Case Study

Barriers, Strategies and Interventions of Digital Governance in the Schools Division Office of Camarines Norte Philippines: A Case Study

Gerry B. Dacer, Merlanie D. Magana, Angelica F. Asis, Dolores C. Volante

Department of Education, Camarines Norte State College, Camarines Norte, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010101

Received: 29 December 2024; Accepted: 03 January 2025; Published: 04 February 2025

ABSTRACT

This case study examines the integration of digital governance in the Schools Division Office (SDO) of Camarines Norte, focusing on the challenges, strategies, and interventions involved. Key barriers include limited resources, inadequate infrastructure, and low digital literacy among staff.

The SDO addressed these issues through capacity-building programs, partnerships with technology providers, and digital literacy initiatives. Interventions such as adopting new technologies, streamlining processes, and promoting data-driven decision-making were implemented to improve operations.

Findings reveal the effectiveness of these efforts in enhancing digital governance, highlighting both challenges and successes. The study emphasizes the need for collaboration and continuous investment in technology, infrastructure, and staff development to achieve successful digital transformation in the SDO of Camarines Norte.

Keywords: Digital governance, capacity-building, infrastructure, technology adoption, digital transformation.

INTRODUCTION

In the modern period, e-Government initiatives have developed as revolutionary tools for strengthening government using technology. These efforts use digital platforms to improve public service delivery, transparency, and citizen involvement (UN e-Government Survey, 2020).

The terms digital government and digital governance are used interchangeably. Digital governance, often known as e-government, focuses on public involvement and its impact on individuals (Gao & Lee, 2017). Digital governance is defined as the use of information technology in government operations to improve the delivery of public services to citizens, other government users, persons, and organizations (Twizeyimana & Andersson, 2019). West Digital Governance guarantees the electronic delivery of information and services via the Internet or other digital technologies as part of e-government (Sundberg, 2019).

Digital governance, also known as e-government, can be defined as the use of electronic means to simplify and improve governance in the political, government, and business sectors (Choi & Chandler, 2020; Wang et al., 2018).  Kettl defines “Governance” as the relationship between the government and its broader political, social, administrative, and environmental contexts.

E-government refers to the government’s use of information and communications technology (ICT) and the Internet to improve service delivery and foster tighter ties between the public sector and society. Recently, more technologically sophisticated countries have already launched on ‘Government 3.0′ to establish a more service-oriented, competent, and transparent government, thereby improving citizens’ quality of life. However, widespread issues of lack of physical access and incapacity to exploit these technologies, known as the ‘digital divide’, persist, particularly in rural impoverished areas and developing countries. These limit citizens’ abilities to realize the benefits of the Information Age and necessitate joint government efforts to make ICT services accessible and useful so that no one falls behind.

DepEd Order No. 016, S. The 2023 document, titled “Revised Guidelines on the Implementation of the Department of Education Computerization Program (DCP),” outlines initiatives aimed at equipping public schools and DepEd offices with quality technology to improve teaching, learning, governance, and operational procedures in the modern age. The DCP’s goals include providing computer laboratories and smart TV packages to all public schools, providing necessary software, hardware, and training to DepEd personnel, establishing ICT infrastructure in schools and offices, and improving the ICT competencies of students, teachers, and staff. These steps are intended to ensure equitable access to technology and develop digital capabilities throughout the educational system.

DepEd Camarines Norte has implemented a variety of technical developments in accordance with Central and Regional Office guidelines. The Division employs tools and applications such as the Learning Resource Management and Development System (LRMDS), which provides a free portal for teaching and learning materials. The Budget and Accounting Section uses the Budget Monitoring System (BMS) to track budgets and the Electronic Financial Reporting System (eFRS) to generate financial statements. Project Los Angeles. (Liquidation Assistance), an Excel VBA innovation that automates financial reporting and streamlines the creation of the Summary of Expenditures (SOE), Cash Disbursement Register (CDR), and Liquidation Report (LR). The Document Tracking System (DoTS) helps the Records Section and other units manage documents, whilst the Planning Section uses the Learner Information System (LIS) to manage learner credentials, fostering transparency and informed.

In accordance with COA requirements, the Supply Section reduced manual processes for tracking supplies and equipment by implementing the Electronic Asset Inventory and Management System (e-AIMS/S). The HR Section uses the Automated Personnel Information Management System (APIMS) to manage personnel data, which is available via a mobile app. The Procurement Tracking Management System (PTS) digitalizes procurement procedures to ensure compliance with Republic Act No. 9184 and COA regulations.

Furthermore, the Attendance Monitoring System monitors SDO personnel’s attendance using biometric inputs, records those on leave or trip, and calculates attendance percentages. The e-Kiosk Express streamlines client transactions by queuing them based on sequence numbers and automatically generates Certificates of Appearance via standalone kiosks positioned at the SDO front line.

This study focuses on the different barriers or challenges of the school head in digital governance, identifying the different strategies and interventions that the school head has implemented since the school division office adopted and implemented the different e-governance software and programs for ease in operation.

Research Objectives

This study aims to know the different barriers, challenges, strategies, and interventions that the school heads encountered in the implementation of digital governance in the Schools Division Office of Camarines Norte, Philippines.

Specific Objectives:

1. To identify the challenges faced by school leaders and staff in digital governance.
2. To explore the strategies used to overcome these challenges.
3. To document the solutions and best practices for improving digital governance.

METHODOLOGY

Research Design

This study will employ a qualitative research design using a case study approach.  A case study allows for an in-depth exploration of the barriers, strategies, and interventions related to digital governance within the specific context of the Schools Division Office of Camarines Norte.  The qualitative nature of the research will enable a rich understanding of the lived experiences and perspectives of school leaders and personnel regarding digital governance implementation

Population and Sampling

The respondents to this study are the different school heads and head teachers who handled the managerial and supervisory positions in the school administration and were employed in the different schools in the division office of Camarines Norte. It is composed of 10 individuals using convenience sampling.

Instrument

The primary research instrument will be a semi-structured interview guide.  This guide will contain open-ended questions designed to elicit detailed responses from participants regarding their experiences with digital governance implementation.  The guide will be piloted to ensure clarity and effectiveness before the main data collection phase.  A checklist will be used to guide document review and observation protocols will be developed to ensure systematic data collection during observations.

Data Collection

This research will adopt a mixed-methods approach, with a primary focus on qualitative techniques to gather rich, comprehensive data. The primary data collection methods will include semi-structured interviews, document reviews, and observations. Semi-structured interviews will be conducted with key informants such as school leaders, teachers, and other relevant stakeholders within the Schools Division Office. These interviews will provide an opportunity to explore participants’ experiences, challenges, and strategies in relation to digital governance. This approach allows for flexibility, enabling the interviewer to probe deeper based on the responses and to capture the nuanced perspectives of those involved in digital governance within the educational system.

In addition to interviews, document review will be another key component of the data collection process. A thorough examination of relevant documents, including policy papers, reports, and digital governance implementation plans, will be carried out. This document review aims to provide a deeper understanding of the context, historical background, and current initiatives in digital governance. By analyzing these documents, the research will gain insights into the institutional framework, policies, and strategies that have been put in place to support digital governance within the Schools Division Office. This method will help corroborate findings from the interviews and provide a more holistic view of the subject.

Furthermore, the research will include direct observations of relevant processes and activities within the Schools Division Office. These observations will allow the researcher to gather firsthand insights into the dynamics of digital governance implementation. Observing the daily practices, interactions, and challenges that occur during the application of digital governance strategies will provide critical context for understanding the real-world implications of the policies and practices. The data collection process will follow a structured approach, starting with securing the necessary ethical approvals, followed by the development of interview guides and protocols, conducting interviews and observations, and ultimately reviewing and analyzing the collected documents to ensure the comprehensiveness and accuracy of the findings.

Treatment of data

Thematic analysis will be the primary method for analyzing the qualitative data collected through interviews and document reviews.  This approach will involve identifying recurring themes and patterns in the data to understand the key barriers, strategies, and interventions related to digital governance implementation.  Observations will be analyzed using descriptive analysis to provide contextual insights.  The findings will be presented in a narrative format, incorporating direct quotes from participants to illustrate key themes.

Ethical Considerations

Throughout the conduct of this study, due diligence and confidentiality were observed and the inputs of the respondents were solely used for research purposes only.

RESULTS AND DISCUSSION

Informants profile

This study composed of 10 individuals who have a general knowledge and experience when it comes to the digital governance. The majority of respondents are school principals handling the different level such as school principal I, II, III and IV, while the other participants handling the positions of School Head, and Head teachers. Most of them are having a Masters and Doctorate Degree, having a more than 5 years in the service particularly in the leadership and supervisory of the schools.

It implies that individuals with advanced degrees suggests a strong foundation in educational leadership and policy, which is crucial for effective digital governance. Research indicates that educational leaders with higher qualifications are better equipped to implement and manage digital initiatives (Leithwood & Jantzi, 2000). Their expertise can facilitate the integration of technology in educational settings, leading to improved administrative efficiency and enhanced learning outcomes.

Also, the varied positions of the informants (e.g., school principals, heads, and teachers) provide a comprehensive view of the challenges and opportunities in digital governance. This diversity is essential for understanding the multifaceted nature of digital transformation in education. According to Fullan (2016), successful digital governance requires input from various stakeholders to ensure that policies are inclusive and address the needs of all educational levels.

Barriers to Digital Governance
The focus group discussion identified key challenges in implementing digital governance in schools, particularly during the pandemic. These barriers included:

1. Inadequate Infrastructure: Poor internet connectivity and insufficient hardware and software.
2. Institutional Limitations: Issues with procurement, limited funding, and bureaucratic hurdles.
3. Resistance to Change: Lack of digital literacy among some teachers and leaders slowed adoption.
4. Digital Divide: Unequal access to technology among students created disparities in learning opportunities.
5. Data Privacy Concerns: Schools struggled to protect sensitive information while using digital tools.

Strategies and Interventions
School leaders implemented various strategies to address these challenges:

1. Capacity Building: Conducting technical training for teachers and staff.
2. Leadership Initiatives: Promoting a proactive mindset among leaders to drive digital transformation.
3. Resource Acquisition: Securing funds from government and private organizations to improve infrastructure.
4. Incremental Integration: Gradually introducing technology to school operations to ease resistance.
5. Partnerships and Collaboration: Partnering with external organizations for resources and training.
6. Targeted Support: Creating programs to help teachers who were resistant to digital tools.

Implications
The findings emphasize the importance of addressing human factors, such as resistance to change and lack of digital skills, alongside infrastructure and funding issues. School leaders are essential in fostering digital competence and guiding their communities toward effective digital transformation. Sustained efforts in training, resource acquisition, and gradual technology integration are crucial for successful implementation.

Related Studies
The findings align with previous research:

• Digital Divide: Access to technology must be equitable to bridge learning gaps (van Dijk, 2020).
• Leadership in Digital Transformation: Leaders with digital skills can drive cultural and technological change (Fullan, 2021).
• Training Programs: Building digital literacy through training enhances readiness for digital governance (Almeida et al., 2019).

Commonalities Among Participants
Participants consistently highlighted infrastructure and funding limitations, the need for capacity-building programs, and the importance of leadership in enabling digital transformation. Despite challenges, most schools were reported to be 90% ready for digital governance, emphasizing the need for continuous improvements in digital literacy and infrastructure.

These results underscore the value of digital governance as a tool to enhance educational processes. Collaboration among leaders, teachers, and stakeholders is critical to overcoming challenges and achieving progress in digital transformation.

CONCLUSIONS, FINDINGS & RECOMMENDATIONS

Conclusions

In the rapidly evolving educational landscape, digital governance has become a pivotal framework for enhancing administrative efficiency, teaching methodologies, and stakeholder engagement. The Schools Division Office of Camarines Norte has been at the forefront of this transformation, navigating the challenges and opportunities presented by digital technologies. This case study delves into the barriers, strategies, and interventions surrounding digital governance in the division. Through an in-depth exploration of focus group discussions and participant insights, the study aims to provide a comprehensive understanding of the current state of digital governance, the readiness of schools, and actionable recommendations for its improvement.

Theme 1: Infrastructure and Resource Limitations (Code: IRL)

The research highlighted significant barriers to digital governance, primarily stemming from inadequate infrastructure, such as unreliable internet connectivity, limited access to hardware, and software insufficiencies. Institutional constraints, including procurement challenges and funding inadequacies, further exacerbated these issues. Participants emphasized the urgent need for government and organizational support to address these gaps, indicating that improvement in infrastructure is a foundational step toward effective digital governance.

Theme 2: Human and Cultural Barriers (Code: HCB)

The participants identified resistance to change and low digital literacy among teachers and school leaders as critical barriers. The “people” aspect was underscored as the most challenging component of digital governance, with cultural resistance and skill deficits hindering progress. Targeted professional development programs and initiatives fostering a positive mindset toward digital transformation were suggested as key strategies to overcome these barriers.

Theme 3: Strategic Approaches and Best Practices (Code: SABP)

Strategies to address the challenges of digital governance included building digital competencies through continuous training, securing additional funding for infrastructure, and leveraging partnerships with external organizations. Gradual integration of technology into school processes and the use of low-cost or open educational resources were also recommended. Participants advocated for fostering a leadership mindset that embraces innovation and encourages digital transformation.

Theme 4: Digital Governance Readiness and Progress (Code: DGRP)

Despite the barriers, most participants rated their schools as approximately 90% ready for digital governance. This readiness was attributed to the use of various digital tools and platforms, such as Google Docs, Google Meet, and school-based radio stations, during the pandemic. Schools that experienced higher readiness often benefited from proactive leadership and the strategic use of available resources.

Theme 5: Role of Government and External Support (Code: GES)

Participants acknowledged the support provided by government agencies, including internet connectivity improvements and hardware provisioning. They emphasized the importance of sustained technical assistance, policy flexibility in hiring IT-skilled personnel, and better maintenance of digital equipment. Strengthening collaboration between schools and government agencies was seen as a vital element for ensuring long-term digital governance success.

The study concludes that while schools in the Schools Division Office of Camarines Norte have made significant strides toward digital governance, addressing infrastructure deficits, overcoming cultural resistance, and building digital literacy remain critical. Strategies focused on capacity building, resource optimization, and leadership development are essential to sustain progress. Enhanced support from government agencies and strategic partnerships will further accelerate the implementation and effectiveness of digital governance in educational institutions.

Findings

Digital governance in education has emerged as a critical framework for optimizing school operations, enhancing teaching and learning, and fostering community engagement through technology. However, its implementation is fraught with challenges that vary across institutions, especially in regions with diverse socio-economic contexts. This study examined the current state of digital governance in the Schools Division Office of Camarines Norte, identifying barriers, exploring strategies, and documenting best practices. The themed and coded findings provide a structured analysis of the insights gained, highlighting the key areas that influence the successful implementation of digital governance. These themes underscore the interconnected factors essential for fostering a digital transformation in educational institutions.

Theme 1: Infrastructure and Resource Limitations (Code: IRL) Insufficient internet connectivity and lack of essential hardware and software pose significant barriers to digital governance. Institutional challenges, such as procurement issues and limited funding, hinder the acquisition of necessary digital resources. Schools require improved infrastructure as a foundational step to advance digital governance initiatives.

Theme 2: Human and Cultural Barriers (Code: HCB) Resistance to digital transformation among teachers and school leaders remains a persistent challenge. Low levels of digital literacy among some stakeholders slow the adoption of digital governance practices. Addressing cultural resistance and enhancing digital competencies are critical for achieving sustainable digital integration.

Theme 3: Strategic Approaches and Best Practices (Code: SABP) Schools are employing strategies such as continuous professional development and targeted programs to build digital skills among teachers and leaders. Gradual integration of digital tools into school processes is more effective than attempting full implementation at once. Leveraging partnerships and using cost-effective or open educational resources are practical approaches to overcoming resource constraints.

Theme 4: Digital Governance Readiness and Progress (Code: DGRP) Schools report being approximately 90% ready for digital governance, showcasing significant progress despite existing challenges. The pandemic accelerated the adoption of digital tools like Google Meet, Zoom, and school-based radio stations, enhancing readiness. Proactive leadership and resource optimization have been key factors in achieving a high level of readiness.

Theme 5: Role of Government and External Support (Code: GES) Government support has been pivotal in providing internet connectivity and hardware, though gaps remain in technical support and policy flexibility. Schools require sustained assistance for maintenance and the hiring of IT-skilled personnel. Stronger collaboration between schools and government agencies is necessary to address remaining challenges and sustain progress. These findings emphasize the interconnected nature of infrastructure, human factors, strategic approaches, readiness, and external support in implementing digital governance effectively in educational institutions.

Recommendations

The successful implementation of digital governance in educational institutions requires a multifaceted approach that addresses infrastructure gaps, overcomes cultural barriers, and leverages strategic practices. Based on the findings of this study, a set of targeted recommendations has been formulated to guide schools, policymakers, and stakeholders in enhancing their digital governance frameworks. These recommendations are designed to foster collaboration, build capacity, and create a sustainable pathway for digital transformation in the Schools Division Office of Camarines Norte. By addressing critical areas such as infrastructure, human factors, readiness, and government support, these actionable steps aim to ensure that schools can effectively integrate and sustain digital governance practices.

Theme 1: Infrastructure and Resource Limitations (Code: IRL) Improve Internet Connectivity and Access: Collaborate with government agencies and private providers to establish reliable internet connections in schools. Increase Funding Allocation: Advocate for higher budgetary allocations to procure essential hardware and software necessary for digital governance. Streamline Procurement Processes: Simplify procurement policies to ensure timely acquisition of digital tools and resources.

Theme 2: Human and Cultural Barriers (Code: HCB) Enhance Digital Literacy: Implement continuous training programs for teachers and school leaders to build their digital competencies. Promote a Growth Mindset: Conduct workshops and leadership seminars to encourage openness to digital transformation among resistant stakeholders. Engage Stakeholders in Change Management: Foster a participatory approach to involve teachers, staff, and students in digital governance initiatives to reduce resistance and increase buy-in.

Theme 3: Strategic Approaches and Best Practices (Code: SABP) Adopt Gradual Implementation: Introduce digital tools incrementally, prioritizing areas that provide immediate impact while building capacity for broader implementation. Leverage Partnerships: Strengthen collaborations with NGOs, private organizations, and educational technology providers to access training and resources. Utilize Open and Cost-Effective Resources: Encourage the use of open-source platforms and low-cost digital solutions to address resource constraints.

Theme 4: Digital Governance Readiness and Progress (Code: DGRP) Capitalize on Pandemic Lessons: Build on the digital tools and practices adopted during the pandemic to further enhance readiness. Develop Leadership Competencies: Equip school leaders with technical knowledge and strategic planning skills to effectively implement and sustain digital governance. Conduct Regular Readiness Assessments: Periodically evaluate the readiness of schools to identify gaps and guide future interventions.

Theme 5: Role of Government and External Support (Code: GES) Enhance Technical Support Systems: Establish dedicated teams or helplines to assist schools with digital tool maintenance and troubleshooting. Increase Policy Flexibility: Advocate for policies that allow schools to recruit IT-skilled personnel and customize solutions based on their specific needs. Strengthen Government-School Collaboration: Develop joint action plans with government agencies to address challenges in digital governance and ensure sustained support. These recommendations aim to address the identified barriers, build on progress, and create a sustainable framework for advancing digital governance in the Schools Division Office of Camarines Norte.

ACKNOWLEDGEMENTS

The researchers would like to express their deepest appreciation and thanks to the following persons, who in one way or another, showed concern and offered efforts, time and encouragement in the preparation of the study.

To Dr. Dolores A. Volante, their research adviser, for unselfishly providing the necessary knowledge and insights on the basics of research; for her wisdom, hard work, and commitment shared,

To the schools division office of Camarines Norte headed by Crestito M. Morcilla, CESO V for allowing the researchers to conduct this study.

To the researchers classmates for their valuable help and support and for the resources extended,

The researcher’s colleagues and circle of peers for their encouragement that helped the researcher proceed in writing this paper,

Above all, to Almighty God, for the physical, mental, and spiritual strength He imparted to him and made all these things possible

REFERENCES

1. Algazo, F. A., Ibrahim, S., & Yusoff, W. S. (2021). DIGITAL GOVERNANCE EMERGENCE AND IMPORTANCE. Journal of Information System and Technology Management, 6(24), 18–26. https://doi.org/10.35631/jistm.624003
2. Panganiban, G. G. F. (2018). E-governance in agriculture: digital tools enabling Filipino farmers. Journal of Asian Public Policy, 12(1), 51–70. https://doi.org/10.1080/17516234.2018.1499479