Voices from the Field: Teachers’ Narratives and Reflections on Integrating the DepEd Learning Management System (LMS) in Teaching and Professional Development

Marian Mae H. Balase, MAED.1 & James L. Paglinawan, PhD.2
1Teacher II, Department of Education, Don Carlos Central Elementary School, Philippines
2Professor, College of Teacher Education, Central, Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81011

Abstract

This qualitative study explored the experiences, challenges, reflections, and recommendations of teachers regarding the integration of the DepEd Learning Management System (DLMS) in public schools in Don Carlos, Bukidnon for the school year 2025–2026. Using semi-structured interviews and thematic analysis, the research revealed that DLMS enables innovative digital instruction, fosters learner engagement, and promotes continuous professional growth among educators. Teachers recognized the platform’s ability to streamline lesson delivery, collaborative learning, and professional development opportunities. However, persistent barriers such as unstable connectivity, limited technical support, digital literacy gaps, and workload management concerns were highlighted as major impediments. Participants stressed the need for infrastructure improvements, comprehensive training programs, and collaborative support systems to fully realize DLMS’s transformative potential. The study provides actionable recommendations to improve accessibility, capacity building, and stakeholder engagement, shepherding the way for effective and inclusive DLMS use in Philippine education.

Keywords: DepEd LMS, Teacher Experiences, Digital Instruction, Professional Development, Educational Barriers

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