Abstract
This research sought to uncover the interconnected dynamics, barriers, and opportunities that existed within this context to inform strategies that would support teachers in their pivotal role in shaping the future of society. The elementary school teachers of the Naawan District participated in this survey as respondents. The survey questionnaire employed in this study underwent a comprehensive validation process. Notably, the largest age group falls within the range of 36 to 45 years. The overwhelming majority of teachers were females and a substantial portion was married. The dominance of Teacher I positions underscored the prevalence of entry-level roles, with the majority having earned Masteral Units. The survey findings shed light on the challenges teachers faced in adopting digital tools and integrating them into reading practices. These findings underscored the nuanced influence of socio-demographic factors on teachers' challenges in digital integration, suggesting the need for tailored support programs. The significant correlation underscored the impact of external factors, such as technological challenges, on teachers' ability to deliver effective instruction. The multiple regression analysis found that socio-economic factors did not significantly predict teachers' classroom teaching performance. However, facing challenges in adopting digital tools and integrating them into reading practices significantly impacted teaching performance. The action plan aimed to address the study's findings on the significant impact of challenges in digital integration on teaching performance.
