Challenges Faced by the Public Elementary School Teachers in Conducting Action Research

Myla Fe Villahermosa Tingabngab; Bernadette Santos Binayao

doi:doi:10.11648/j.tecs.20230801.13

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Challenges Faced by the Public Elementary School Teachers in Conducting Action Research

Myla Fe Villahermosa Tingabngab, Bernadette Santos Binayao

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 1)

Received: 18 January 2023 Accepted: 17 February 2023 Published: 4 March 2023

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Abstract

Many teachers in the Department of Education (DepEd), both elementary and secondary schools, continue to be uninterested in conducting action research despite the DepEd's efforts to update and inform the public-school teachers of the importance of doing research. Furthermore, the said teachers also have a deficiency in their practical knowledge, resources, and skills in conducting action research. The shortcomings of these teachers need to be addressed because they are integral to resolving classroom issues and improving teaching skills leading to the better academic performance of learners. Therefore, this study explored the challenges faced by the public school teachers of Talisayan District, Division of Misamis Oriental in conducting action research during the school year 2020-2021. It focused on the following action research processes that teachers undergo in the conduct of action research such as selecting a focus/problem identification; clarifying theories; identifying research questions; collecting data; and analyzing data. The challenges encountered by the teachers were also identified as the basis for crafting the offered recommendations. The qualitative phenomenological method of research was used in the study. There were 16 participants who were purposively chosen. The semi-structured interview guide questions were utilized as the data-gathering tool. The data were analyzed using thematic analysis. Generally, findings revealed that the teacher participants experienced the following in conducting their action research namely: struggling during the initial stage, the feeling of rejection, the complexity of demands, constraints with set priorities, difficulties in recognizing relevant theories, inadequate background knowledge on theories, lack of skills in the formulation of objectives, demonstrating low-spiritedness, lack of methods and techniques, falling short of pre-notification process, and inadequate skills in data analysis.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 1)
DOI	10.11648/j.tecs.20230801.13
Page(s)	14-22
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Challenges Faced, Conducting Action Research, Phenomenological Method

References

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APA Style

Myla Fe Villahermosa Tingabngab, Bernadette Santos Binayao. (2023). Challenges Faced by the Public Elementary School Teachers in Conducting Action Research. Teacher Education and Curriculum Studies, 8(1), 14-22. https://doi.org/10.11648/j.tecs.20230801.13

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Myla Fe Villahermosa Tingabngab; Bernadette Santos Binayao. Challenges Faced by the Public Elementary School Teachers in Conducting Action Research. Teach. Educ. Curric. Stud. 2023, 8(1), 14-22. doi: 10.11648/j.tecs.20230801.13

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AMA Style

Myla Fe Villahermosa Tingabngab, Bernadette Santos Binayao. Challenges Faced by the Public Elementary School Teachers in Conducting Action Research. Teach Educ Curric Stud. 2023;8(1):14-22. doi: 10.11648/j.tecs.20230801.13

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@article{10.11648/j.tecs.20230801.13,
  author = {Myla Fe Villahermosa Tingabngab and Bernadette Santos Binayao},
  title = {Challenges Faced by the Public Elementary School Teachers in Conducting Action Research},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {1},
  pages = {14-22},
  doi = {10.11648/j.tecs.20230801.13},
  url = {https://doi.org/10.11648/j.tecs.20230801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230801.13},
  abstract = {Many teachers in the Department of Education (DepEd), both elementary and secondary schools, continue to be uninterested in conducting action research despite the DepEd's efforts to update and inform the public-school teachers of the importance of doing research. Furthermore, the said teachers also have a deficiency in their practical knowledge, resources, and skills in conducting action research. The shortcomings of these teachers need to be addressed because they are integral to resolving classroom issues and improving teaching skills leading to the better academic performance of learners. Therefore, this study explored the challenges faced by the public school teachers of Talisayan District, Division of Misamis Oriental in conducting action research during the school year 2020-2021. It focused on the following action research processes that teachers undergo in the conduct of action research such as selecting a focus/problem identification; clarifying theories; identifying research questions; collecting data; and analyzing data. The challenges encountered by the teachers were also identified as the basis for crafting the offered recommendations. The qualitative phenomenological method of research was used in the study. There were 16 participants who were purposively chosen. The semi-structured interview guide questions were utilized as the data-gathering tool. The data were analyzed using thematic analysis. Generally, findings revealed that the teacher participants experienced the following in conducting their action research namely: struggling during the initial stage, the feeling of rejection, the complexity of demands, constraints with set priorities, difficulties in recognizing relevant theories, inadequate background knowledge on theories, lack of skills in the formulation of objectives, demonstrating low-spiritedness, lack of methods and techniques, falling short of pre-notification process, and inadequate skills in data analysis.},
 year = {2023}
}

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TY  - JOUR
T1  - Challenges Faced by the Public Elementary School Teachers in Conducting Action Research
AU  - Myla Fe Villahermosa Tingabngab
AU  - Bernadette Santos Binayao
Y1  - 2023/03/04
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230801.13
DO  - 10.11648/j.tecs.20230801.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 14
EP  - 22
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230801.13
AB  - Many teachers in the Department of Education (DepEd), both elementary and secondary schools, continue to be uninterested in conducting action research despite the DepEd's efforts to update and inform the public-school teachers of the importance of doing research. Furthermore, the said teachers also have a deficiency in their practical knowledge, resources, and skills in conducting action research. The shortcomings of these teachers need to be addressed because they are integral to resolving classroom issues and improving teaching skills leading to the better academic performance of learners. Therefore, this study explored the challenges faced by the public school teachers of Talisayan District, Division of Misamis Oriental in conducting action research during the school year 2020-2021. It focused on the following action research processes that teachers undergo in the conduct of action research such as selecting a focus/problem identification; clarifying theories; identifying research questions; collecting data; and analyzing data. The challenges encountered by the teachers were also identified as the basis for crafting the offered recommendations. The qualitative phenomenological method of research was used in the study. There were 16 participants who were purposively chosen. The semi-structured interview guide questions were utilized as the data-gathering tool. The data were analyzed using thematic analysis. Generally, findings revealed that the teacher participants experienced the following in conducting their action research namely: struggling during the initial stage, the feeling of rejection, the complexity of demands, constraints with set priorities, difficulties in recognizing relevant theories, inadequate background knowledge on theories, lack of skills in the formulation of objectives, demonstrating low-spiritedness, lack of methods and techniques, falling short of pre-notification process, and inadequate skills in data analysis.
VL  - 8
IS  - 1
ER  -

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Author Information

Myla Fe Villahermosa Tingabngab

Department of Education, Division of Misamis Oriental, Talisayan Municipality, Philippines
Bernadette Santos Binayao

College of Education, Bukidnon State University, Malaybalay City, Bukidnon, Philippines

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APA Style

Myla Fe Villahermosa Tingabngab, Bernadette Santos Binayao. (2023). Challenges Faced by the Public Elementary School Teachers in Conducting Action Research. Teacher Education and Curriculum Studies, 8(1), 14-22. https://doi.org/10.11648/j.tecs.20230801.13

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ACS Style

Myla Fe Villahermosa Tingabngab; Bernadette Santos Binayao. Challenges Faced by the Public Elementary School Teachers in Conducting Action Research. Teach. Educ. Curric. Stud. 2023, 8(1), 14-22. doi: 10.11648/j.tecs.20230801.13

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AMA Style

Myla Fe Villahermosa Tingabngab, Bernadette Santos Binayao. Challenges Faced by the Public Elementary School Teachers in Conducting Action Research. Teach Educ Curric Stud. 2023;8(1):14-22. doi: 10.11648/j.tecs.20230801.13

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@article{10.11648/j.tecs.20230801.13,
  author = {Myla Fe Villahermosa Tingabngab and Bernadette Santos Binayao},
  title = {Challenges Faced by the Public Elementary School Teachers in Conducting Action Research},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {1},
  pages = {14-22},
  doi = {10.11648/j.tecs.20230801.13},
  url = {https://doi.org/10.11648/j.tecs.20230801.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230801.13},
  abstract = {Many teachers in the Department of Education (DepEd), both elementary and secondary schools, continue to be uninterested in conducting action research despite the DepEd's efforts to update and inform the public-school teachers of the importance of doing research. Furthermore, the said teachers also have a deficiency in their practical knowledge, resources, and skills in conducting action research. The shortcomings of these teachers need to be addressed because they are integral to resolving classroom issues and improving teaching skills leading to the better academic performance of learners. Therefore, this study explored the challenges faced by the public school teachers of Talisayan District, Division of Misamis Oriental in conducting action research during the school year 2020-2021. It focused on the following action research processes that teachers undergo in the conduct of action research such as selecting a focus/problem identification; clarifying theories; identifying research questions; collecting data; and analyzing data. The challenges encountered by the teachers were also identified as the basis for crafting the offered recommendations. The qualitative phenomenological method of research was used in the study. There were 16 participants who were purposively chosen. The semi-structured interview guide questions were utilized as the data-gathering tool. The data were analyzed using thematic analysis. Generally, findings revealed that the teacher participants experienced the following in conducting their action research namely: struggling during the initial stage, the feeling of rejection, the complexity of demands, constraints with set priorities, difficulties in recognizing relevant theories, inadequate background knowledge on theories, lack of skills in the formulation of objectives, demonstrating low-spiritedness, lack of methods and techniques, falling short of pre-notification process, and inadequate skills in data analysis.},
 year = {2023}
}

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TY  - JOUR
T1  - Challenges Faced by the Public Elementary School Teachers in Conducting Action Research
AU  - Myla Fe Villahermosa Tingabngab
AU  - Bernadette Santos Binayao
Y1  - 2023/03/04
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230801.13
DO  - 10.11648/j.tecs.20230801.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 14
EP  - 22
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230801.13
AB  - Many teachers in the Department of Education (DepEd), both elementary and secondary schools, continue to be uninterested in conducting action research despite the DepEd's efforts to update and inform the public-school teachers of the importance of doing research. Furthermore, the said teachers also have a deficiency in their practical knowledge, resources, and skills in conducting action research. The shortcomings of these teachers need to be addressed because they are integral to resolving classroom issues and improving teaching skills leading to the better academic performance of learners. Therefore, this study explored the challenges faced by the public school teachers of Talisayan District, Division of Misamis Oriental in conducting action research during the school year 2020-2021. It focused on the following action research processes that teachers undergo in the conduct of action research such as selecting a focus/problem identification; clarifying theories; identifying research questions; collecting data; and analyzing data. The challenges encountered by the teachers were also identified as the basis for crafting the offered recommendations. The qualitative phenomenological method of research was used in the study. There were 16 participants who were purposively chosen. The semi-structured interview guide questions were utilized as the data-gathering tool. The data were analyzed using thematic analysis. Generally, findings revealed that the teacher participants experienced the following in conducting their action research namely: struggling during the initial stage, the feeling of rejection, the complexity of demands, constraints with set priorities, difficulties in recognizing relevant theories, inadequate background knowledge on theories, lack of skills in the formulation of objectives, demonstrating low-spiritedness, lack of methods and techniques, falling short of pre-notification process, and inadequate skills in data analysis.
VL  - 8
IS  - 1
ER  -

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