Teachers’ Leadership Experiences and Instructional Strategies in Implementing Blended Learning: A Phenomenological Study

Abstract

Blended learning has become an essential instructional approach that combines face-to-face and online learning to promote continuity and flexibility in education. While numerous studies have examined blended learning, limited qualitative research has explored teachers' leadership experiences and instructional strategies within private learning institutions in Zamboanga City. This study explored leadership experiences, instructional strategies, challenges, and intervention needs of teachers implementing blended learning at Sarang Bangun Learning Center and High School. This study employed a qualitative phenomenological research design to understand the lived experiences of teachers implementing blended learning. Five female teachers with more than five years of teaching experience participated in the study through purposive sampling. Semi-structured interviews lasting approximately 10–15 minutes were conducted following permission from the school administration and informed consent from the participants. The interview data were transcribed verbatim and analyzed using thematic analysis to identify recurring themes. The findings revealed that blended learning enhanced teachers' leadership adaptability, flexibility, and professional growth through continuous technology integration and learner-centered instructional practices. Teachers implemented various strategies including the use of Google Classroom, Google Meet, Quizizz, Kahoot, Canva, collaborative learning, project-based activities, and interactive assessments to improve learner engagement. However, participants also experienced challenges related to unstable internet connectivity, inadequate technological resources, learner participation, and classroom management during online instruction. Teachers emphasized the need for continuous ICT training, institutional support, and improved technological infrastructure to strengthen blended learning implementation. The study concludes that effective teacher leadership in blended learning requires continuous professional development, institutional support, and access to adequate technological resources. The findings contribute to the growing body of knowledge on teacher leadership and provide practical insights for educational leaders in strengthening blended learning implementation.