EXPLORING THE CHALLENGES OF RESEARCH ENGAGEMENT AMONG PUBLIC SCHOOL TEACHERS: A CASE STUDY

Authors

Ben Robert C. Tual, Grace G. Tizon, Rochelan Lumasag, Perlito D. Jomuad, Cynthia S. Superable

Abstract

Research engagement is crucial for public high school teachers, as it enhances professional growth, improves instructional practices, and contributes to the overall development of the educational community. This study explored the challenges affecting research engagement among public high school teachers in the Misamis Occidental Division, examining the barriers they face, their impact on research participation, and the persistence of these challenges despite existing support programs. Using a qualitative case study design (Yin, 2018), data were collected through semi-structured interviews with eight teachers, three school administrators, and three education personnel. Following Yin’s (2009) six-phase case study procedure, the study found three emerging themes: barriers to research engagement: time, resources, and support limitations; diminished research engagement: slow progress, reduced motivation, and compromised quality; and limited generalized, inconsistent support undermines research engagement. Enhancing teachers’ research engagement requires addressing workload pressures, strengthening institutional support, and providing consistent resources to overcome systemic barriers that limit motivation, continuity, and the quality of scholarly output. Strengthening teachers’ research engagement requires the Schools Division Office and school administrators to provide structured, needs-based support, including protected research time, targeted mentoring, continuous training, and regular follow-up, while future studies explore the effectiveness of such programs in enhancing research participation and productivity.

Keywords

barriers, engagement, motivation, research, support, public schools