Digital Journey: A Narrative Inquiry on Instructional Technology Experiences of English Teachers

This qualitative phenomenological study investigated the lived experiences of ten junior high school English teachers from public secondary schools in the Panabo Central District, Panabo City Division, investigates the personal and professional experiences of English teachers as they integrate instructional technology into their teaching practices. The study employs a narrative inquiry methodology to investigate the ways in which teachers' adoption and adaptation of technology have been influenced by a range of factors, including professional development, mentorship, classroom engagement, and institutional support. It highlights the strategies that teachers use to deal with the difficulties raised by digital instruction, such instructional flexibility and backup planning, the application of effective classroom management and student-centered approaches, and the innovative use of multimedia and gamification to maintain engagement and improve learning outcomes. Emerging from the narratives are core values that shaped teachers' pedagogical identity in the digital landscape: adaptability and flexibility in facing change, creativity and innovation in designing instruction, and heightened sensitivity to learners’ needs through individualized and differentiated teaching. This research contributes to a deeper understanding of the dynamic relationship between technology and pedagogy, offering insights into how English teachers navigate and thrive in an increasingly digital educational landscape.