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Master's Theses

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4

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Keyword: search.filters.keyword.coping mechanisms

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    Experiences of teachers engaging in research activities
    Blanco, Maria Rhodalyn P. (Davao del Sur State College, 2025-02)
    This qualitative phenomenological study aims to tell the story of ten (10) educators' research experiences and practices with the goal of bettering the teaching-learning process through research. The study seeks to uncover the lived experiences, coping mechanisms, and insights of public school teachers through semi-structured interviews and thematic analysis. It is centered around the researcher's focus on teacher-researchers and how they apply research in their teaching-learning process. The underlying topics for study question number one which defined the teachers' lived experiences were as follows: research struggles and research impact, financial constraints, time constraints, difficulties in data gathering and implications in actual classroom. For research question number two, emphasized the coping strategies adopted by teacher-researchers in addressing the challenges they have encountered, despite the hurdles, they were able to efficiently improve their pupils' learning experiences. The following were the underlying themes for research question number two: Employing adaptive strategies and embodying resilient qualities with the subtheme of: Time management, asking support, proactivity, resourcefulness, patience, and persistence. Finally, research question number three discusses teachers' insights. These were the major themes that arise in the process of the results: Exploration and Growth and Mindfulness and Perseverance with the subthemes of: curiosity and effort, professional development, process familiarity, optimism, dedication and cognizance. Educational institutions may offer personalized training programs to meet the specific demands of research education, support pedagogical flexibility by providing teachers with a variety of research methodologies and involve to professional growth by enrolling themselves to research schools and universities.
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    Navigating the unknown:
    Borlaza, Melanie G. (Davao del Sur State College, 2025-06)
    This study investigated the lived experiences and perceptions of elementary school teachers regarding leadership rotation in public schools. Utilizing a qualitative phenomenological research design, the study engaged ten elementary school teachers from the Division of Digos City. Data gathered through in-depth interviews revealed three essential themes on teachers' experiences on leadership rotation: instructional and policy changes, professional and emotional responses, and job stability and growth. In terms of coping mechanisms to ensure professional competencies under changing leadership, the themes identified were ensuring teaching stability, adapting to leadership transitions, and building peer support systems. Furthermore, teachers' insights regarding the effects of leadership rotation on school management highlighted three key themes: strengthening school culture through leadership stability, mitigating negative effects of leadership rotation, and adapting teaching practices to leadership changes. The findings emphasize the complexities and adaptive strategies teachers employ in response to leadership transitions. It is recommended that education stakeholders develop structured support programs to help teachers maintain professional stability and instructional quality during leadership rotations.