Navigating Digital Transformation: Lived Experiences of Elementary School Heads in District I, Luna, La Union in the Shift from Manual to Digital Record-Keeping in Public Schools

This study explored the lived experiences of elementary school heads in District I of Luna, La Union during the transition from manual to digital record-keeping systems. Guided by Moustakas’ (1994) transcendental phenomenological approach, the study sought to describe the essence of participants’ experiences by examining their reasons for adopting digital record-keeping, the challenges they encountered, their positive experiences, coping mechanisms, fears, and realizations throughout the transition. Six elementary school heads were purposively selected based on their direct involvement in school record management and experience with the shift from manual to digital systems. Data were collected through structured open-ended questionnaires and written narrative responses. Thematic analysis was conducted using Moustakas’ phenomenological procedures, including horizontalization, clustering of significant statements, development of meaning units, and synthesis of textural and structural descriptions. Findings revealed that the transition was primarily motivated by the need to improve efficiency, accessibility, accuracy, and data security while addressing the limitations of manual record-keeping. Participants initially experienced challenges related to limited digital literacy, inadequate training, unstable internet connectivity, and insufficient ICT resources. Despite these barriers, they reported positive outcomes such as faster retrieval of records, improved organization, enhanced communication, and more efficient administrative workflows. Adaptation was supported through continuous learning, peer collaboration, practical experience, and institutional training, which strengthened digital competence over time. Initial fears of data loss, system errors, and technological uncertainty gradually diminished as participants gained confidence and received technical support. The study concludes that while the transition presents initial difficulties, digital record-keeping significantly enhances administrative effectiveness. Successful implementation requires sustained ICT infrastructure, continuous capacity-building programs, institutional support, and a positive attitude toward technological innovation in school administration.