Experiences of teachers engaging in research activities

Abstract

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.