Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 26 no. 9 (2024)

Exploring Teachers’ Perspectives on Research Implementation Gaps Among Public Senior High Schools in the Province of Iloilo

Melanie Amos

Discipline: Education

 

Abstract:

This qualitative study explores the challenges in research implementation within public Senior High Schools in the Province of Iloilo, focusing on identifying key gaps and strategies to enhance research efficiency. A total of 227 Senior High School teachers from all public Senior High Schools across the province were involved as respondents, selected through a take-all sampling method. Using thematic analysis, the data gathered from respondents were analyzed to uncover recurring issues that hinder effective research implementation. The study identified six major gaps: (1) insufficient knowledge and research competence among teachers; (2) overwhelming teaching loads and multiple responsibilities; (3) lack of allocated funds and resources for research activities; (4) low prioritization of research; (5) absence or inactivity of research committees; and (6) incomplete or underdeveloped research policies. To address these gaps, the teacher-respondents proposed several strategic solutions, including: (1) providing targeted training programs, forums, and Learning Action Cells (LACs) to build research capacity; (2) establishing and activating research committees in collaboration with other institutions; (3) encouraging school heads to implement supportive mechanisms for research; (4) allocating adequate funding, facilities, and resources for research projects; (5) ensuring the full implementation of research policies; and (6) reducing the academic and administrative workload of teachers to allow more time for research. This study underscores the importance of institutional support, policy development, and resource allocation in fostering a robust research culture within public senior high schools.



References:

  1. Aden (2012). Participatory Monitoring and Evaluation of Community Projects. Community Based Project Monitoring, Qualitative Impact Assessment and People Friendly Evaluation Methods. Journal, August 2012 edition Vol.8.
  2. Alibagon, E. P. (2019). Pedagogical Practices and Research Competence of Social Science Teachers in the Schools Division of Iloilo: Basis for Continuing Development Program. Graduate Studies. Iloilo State College of Fisheries. Barotac Nuevo, Iloilo.
  3. Arias (2019). Research In Basic Education. Retrieved from https://www.depedmalaybalay.net/articles/research-in-basic- education.html
  4. Boser, U., & McDaniels, A. (2018). Addressing the Gap between Education Research and Practice: The Need for State Education Capacity Centers. Washington DC: Center for American Progress.
  5. Calma, A. (2021). Funding For Research and Research Training and Its Effects on Research Activity: The Case of the Philippines. The University of Melbourne, Australia. Retrieved fromhttpsd1wqtxts1xzle7.cloudfront.net29553028TAPER-Paper3-libre.pdf1390876816=& response-content-disposition=inline%3B+filename%3DFunding_For_Research_and_Rese
  6.  
  7. Commission on Higher Education (2019). Application Guidelines for the Granting of Autonomous and Deregulated Status to Private Higher Education Institutions. Retrived from https://ched.gov.ph/wp-content/uploads/2018/12/Final-Draft-2019- ApplicationGuidelines-for-Auto-and-Dereg_as-of-Dec-13-2018.pdf
  8. Day, J. (2010). The need and practice of monitoring, evaluating and adapting marine planning and management—lessons from the Great Barrier Reef. Marine Policy, 32(5), 823-831
  9. Department of Education (2022). DepEd Research (2016-2019) Agenda. Retrieved from https://depedpines.com/wp-content/uploads/2016/11/DepEd-CAR-Research-Agenda-2016-2019.pdf
  10. Department of Education (2022). Programs and Projects of Department of Education (2020). https://www.deped.gov.ph/wp-content/uploads/2021/10/DepEd-Programs-and-Projects-Profile_2020.pdf
  11. Didham, Robert J. & Ofei-Manu, P. (2020). Facilitating Collaborative Partnerships in Education Policy Research: A Case of Multi- Stakeholder, Co-Investigation for Monitoring and Evaluation of Education for Sustainable Development. Retrieved fromhttps://www.researchgate.net/publication/340352407_Facilitating_Collaborative_Partnerships_in_Education_Policy_Research_A_Case_of_MultiStakeholder_Co-Investigation_for_ Monitoring_and_Evaluation_of_Education_for_Sustainable_Development/citation/download
  12. Donayre, A., Casimiro, R., Casimiro, R. & Molina, E. (2020). Awareness and Perception of the Researchers of Philippine Rice Research Institute in Nueva Ecija in the Philippines on the Implementation of New Policy on Research and Publication. Open Access Library Journal, 7, 1-21. doi: 10.4236/oalib.1106077.
  13. Frankfort-Nachmias, Ch., Nachmias, D. (2001). Research methods in social sciences (Metody badawcze w naukach społecznych). Wydawnictwo Zysk i S-ka: Poznań. https://docer.pl/doc/xx18vn5
  14. Good Practice Guide: Developing Research Capacity (2012) Retrieved from http://www.usc.edu.au/media/10176277/clrd_gpgcapacity_lr-final.pdf
  15. Herztfeld, H.R, et al. (2001). Intellectual property protection Mechanisms in Research Partnerships. The George Washington University. httpswww.econstor.eubitstream104191998812004-43.pdf
  16. Ho, et al. (2015). Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices.
  17. Hoekstra, F. et al. (2020). Health Research Policy and Systems. Retrieved from https://doi.org/10.1186/s12961-020-0544-9.
  18. Iliško, et al. (2011). Teacher-carried research as a tool for teachers’ professional growth. Journal of Teacher Education for Sustainability. Retrieved from httpswww.proquest.comdocview27021910305BFDF6A036234ADDPQ2
  19. Jacob, B. & Lefgren, R. (2007). The impact of research grant funding on scientific productivity. National Bureau Of Economic Research 1050 Massachusetts Avenue. Retrieved from https://www.nber.org/system/files/working_papers/w13519/w13519.pdf
  20. Karimi, S. et al. (2020). Stakeholder Engagement in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya. Retrieved from httpsd1wqtxts1xzle7.cloudfront. net7313760944979libre.pdf1634642301=&response-content-disposition=inline%3B +filename%3DStakeholder_Engagement_in_Monitoring_and.pdf&Expires=1678804045&Sig
  21. May, C. (2013). Towards a general theory of implementation. Implementation Sci 8, 18 (2013). https://doi.org/10.1186/1748-5908-8-18
  22. Morales, M. P. E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science, 2(1), 156-165
  23. Pring, R. (2000). The ‘false dualism’ of educational research. Journal of Philosophy of Education, 34(2), 247–260
  24. Simon, R. (2014). A framework for evaluating the government contracting-out decision with an application to information technology. Public administration review, 577- 586.
  25. Sinha, K. C., &Labi, S. (2011). Transportation decision making: Principles of project evaluation and programming. John Wiley & Sons
  26. Smith, K. (2010). Research, policy and funding - academic treadmills and the squeeze on intellectual spaces. The British Journal of Sociology, 61 (1), 176- 195
  27. Tan, W. K., Macdonald, D., & Rossi, T. (2009). Educational action research in Singapore: to prove or improve?, Asia Pacific Journal of Education, 29(3), 357-371. https://doi.org/10.1080/02188790903100333
  28. Tupas, F. P. (2018). The life experiences of sciencce and mathematics teachers– mentors in formulating action research to enhance learners’ performance. 1st UPY International Conference on Applied Science and Education 2018. IOP Publishing. Journal of Physics: Conference Series. Retrieved from httpswww.proquest.comdocview25663896895B79CF6F3EB415FPQ17
  29. Ulla, M. B. (2018). Benefits and Challenges of Doing Research: Experiences from Philippine Public School Teachers. Issues in Educational Research, v28 n3 p797-810 2018. Retrieved from https://eric.ed.gov/?id=EJ1188073
  30. Vásquez, V. E. L. (2017). Teachers as researchers: Advantages, disadvantages, and challenges for teachers intending to engage in research activities. Retrieved from https://www.academia.edu/719736
  31. Wechselgartner & Kasperson (2010). Barriers in the science-policy-practice interface: Toward a knowledge-action-system in global environmental change research. https://www.sciencedirect.com/science/article/abs/pii/S0959378009001010https://www.deped.gov.ph/2017/03/20/do-16-s-2017-research-management-guide lines/

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic