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dc.contributor.authorRio, Irving Domingo
dc.contributor.authorDela Peña, Renia F.
dc.contributor.authorGumban, Gynnyn G.
dc.contributor.authorCatolin, Alfonso B.
dc.contributor.authorOtayde, Eric C.
dc.coverage.spatialMaasinen_US
dc.date.accessioned2022-04-21T23:48:41Z
dc.date.available2022-04-21T23:48:41Z
dc.date.issued2021-10
dc.identifier.citationRio, I. D. L. , Dela Peña, R. F. , Gumban, G. G. , Catolin, A. B. & Otayde, E. C. (2021). Lived experiences of senior high school teachers teaching qualitative research without training. Turkish Online Journal of Qualitative Inquiry, 12(10), 3877-3888.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12852/2036
dc.descriptionJournal articleen_US
dc.description.abstractA Husserlian phenomenological study was conducted in five public Senior High Schools in Maasin, Iloilo to describe the experiences of teachers who were teaching Qualitative Research but did not receive adequate training in the said field for the purpose of gaining deeper insights on their experience and how the prevailing issues can be addressed. Five emerging themes were identified namely, 1) unproductive teaching, 2) difficulties in teaching, 3) insufficient infrastructure and logistical support to the teachers, 4) mental and emotional disturbances among teachers and 5) coping with technical inadequacy by these teachers. The participants perceived that their ability to teach qualitative research was unproductive due to excessive time in teaching preparations and their incompetence. Some attributed the difficulties to their students’ poor academic preparations that includes poor reading abilities and writing skills. All of them felt that there was insufficient logistical and infrastructure support especially limited internet connectivity and inadequate materials. All participants experienced mental and emotional disturbances such as helplessness, guilt and low self-esteem. The participants adopted various coping mechanisms for their inadequacies. This research presents important implications for the Department of Education, academe and teaching practitioners. It is highly recommended that DepEd should be responsible for the needed training of their teachers in the different methods under qualitative research and provide substantial incentives to motivate teachers to conduct research. Further, a simple manual on the basic knowledge on how to process interviews based on the rigors of the four qualitative methods should also be developed.en_US
dc.description.sponsorshipUniversity Research Centeren_US
dc.language.isoenen_US
dc.publisherScience Research Societyen_US
dc.relation.urihttps://www.tojqi.net/index.php/journal/article/view/8363/5940en_US
dc.subject.lcshQualitative researchen_US
dc.subject.lcshHigh school teachersen_US
dc.subject.lcshResearch--Study and teaching (Secondary)en_US
dc.subject.lcshQualitative research--Study and teaching (Secondary)en_US
dc.subject.lcshPhilippines--Iloilo--Maasinen_US
dc.subject.lcshHigh school teachers--Training ofen_US
dc.titleLived experiences of senior high school teachers teaching qualitative research without trainingen_US
dc.typeArticleen_US
dcterms.accessRightsPublicly accessibleen_US
dc.citation.firstpage3877en_US
dc.citation.lastpage3888en_US
dc.citation.journaltitleTurkish Online Journal of Qualitative Inquiryen_US
dc.citation.volume12en_US
dc.citation.issue10en_US
dc.identifier.essn1309-6591


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