EXPLORING THE INFLUENCE OF RESEARCH ON PROFESSIONAL GROWTH AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS: A CASE STUDY
DOI:
https://doi.org/10.46827/ejes.v12i8.6169Paraules clau:
educational management, professional growth, teachers, single case study, PhilippinesResum
This single case study aimed to describe and explore the experiences of public elementary school teachers regarding the influence of research on their professional growth. The participants were five teachers from H.N. Cahilsot Central Elementary School II in the Division of General Santos City. The study explored the views, feelings, and insights regarding their research capability. Despite varying backgrounds and teaching styles, all teachers commonly struggled with skills deficiency, correctly setting priorities, and the overwhelming pressure from heavy workloads and rigid research procedures. They often struggled to prioritize research writing alongside their teaching responsibilities. Feelings of emotional strain were evident. However, teachers drew strength from their self-motivation, reflective adaptation, and increased supportive systems from the mentors and colleagues. Their ability to rise above obstacles showed a strong resilience, allowing them to push forward even when the workload became too much to bear. Rather than giving up, they demonstrated persistence, adapting to each challenge with courage and determination. Many embraced proactive strategies such as exploring academic resources and setting personal goals to complete their research. Insights showed that research played a pivotal role in their professional journeys. It helped them improve their teaching methods, broaden their understanding of student needs, make teaching more effective, improve classroom management, and foster better collaboration with colleagues. Teachers realized that conducting research required careful attention to small details. More importantly, they viewed research as a path to self-improvement and long-term professional growth. Through determination and adaptability, these teachers transformed a demanding task into a meaningful experience that enhanced their instructional practices and confidence as educators.
Article visualizations:
Referències
Abelardo, L. J., Lomboy, M. A. A., Lopez, C. C., Balaria, F. E., & Subia, G. S. (2019). Challenges encountered by the national high school teachers in doing action research. International Journal of English, Literature and Social Science (IJELS), 4(4), 1046–1051. https://surli.cc/ilaqlp
Alam, M. K. (2021). A systematic qualitative case study: Questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management. https://surl.li/pyiybg
Al-Mahdi, M. M. A. (2021). An investigation of leadership style and the strategic planning process of public and private colleges in Iraq: An empirical study (Doctoral dissertation, University of Southern Queensland). https://surl.li/pyiybg
Anda, R. J. (2022). Project I-CARE: Research capability program to improve the conduct of action research of school heads and teachers of Gumaca West District. International Journal of Advanced Multidisciplinary Studies, 2(2), 51–63. https://surli.cc/qyegds
Asuo-Baffour, H., Daayeng, A., & Agyemang, O. (2019). Mentorship in teacher education: Challenges and support provided. European Journal of Education Studies. https://surl.li/rmsxvf
Bălănescu, R. C. (2019). Teaching emotions, stress, and burnout among teachers in secondary education. BRAIN: Broad Research in Artificial Intelligence and Neuroscience, 10(2), 119–127. https://surl.li/vpkvrb
Bailey, B. T. (2022). Trauma-informed music education (TIME): A new perspective on care in K–12 music education (Doctoral dissertation, Trident University International). https://surl.li/cakupv
Bandura, A. (1977). Social cognitive theory: An agentic perspective on human nature. John Wiley & Sons. https://surl.li/oiapof
Baumann, A. A., Woodward, E. N., Singh, R. S., Adsul, P., & Shelton, R. C. (2022). Assessing researchers’ capabilities, opportunities, and motivation to conduct equity-oriented dissemination and implementation research: An exploratory cross-sectional study. BMC Health Services Research, 22, 731. https://surl.li/zdzuac
Baxter, P., & Jack, S. (2020). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 25(1), 127–141. https://surl.li/hhjfmh
Bolman, L. G., & Deal, T. E. (2021). Reframing organizations: Artistry, choice, and leadership (6th ed.). John Wiley & Sons. https://surl.li/rpgfqu
Bonganciso, R. T. (2024). Enhancing teachers’ research skills: A project research capability program (ReCaP). Kasetsart Journal of Social Sciences, 45(1), 139–146. https://surl.lu/feglnm
Bradley, D., & Hess, J. (2021). Trauma and resilience in music education. Routledge. https://surl.li/wvyeck
Braun, V., & Clarke, V. (2019). Reflecting on thematic analysis. Qualitative Research in Psychology, 16(2), 223–232. https://surl.li/jdyoxz
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage Publications. https://surl.li/rawkqz
Brusilovsky, P., & Millán, E. (2007). User models for adaptive hypermedia and adaptive educational systems. In P. Brusilovsky, A. Kobsa, & W. Nejdl (Eds.), The Adaptive Web: Methods and Strategies of Web Personalization (Vol. 4321, pp. 3–53). Springer. https://doi.org/10.1007/978 3 540 72079 9_1
Caingcoy, M. (2020). Research capability of teachers: Its correlates, determinants and implications for continuing professional development. Journal of World Englishes and Educational Practices, 2(5), 1–11. https://surli.cc/pvzoex
Chua, C. S. K., & Soo, J. L. M. (2023). E-leadership: Reconceptualising teacher leadership in the Singapore digitised educational landscape. Asia Pacific Journal of Educators and Education. https://surl.gd/ywlkey
Cranton, P. A. (2017). Transformative learning: A narrative. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology: An international perspective (pp. xyz–abc). Springer. https://doi.org/10.1007/978-3-319-17727-4_37-2
Creswell, J. W. (2020). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications. https://surl.lu/hvajbb
Dart, S., Seniuk Cicek, J., & Sohoni, S. (2023). REES AAEE special issue on engineering education research capability development: Introduction by guest editors. Australasian Journal of Engineering Education, 28(1), 2–7. https://surl.li/mbmvlz
Elbouchikhi, E., Feld, G., Amirat, Y., Benbouzid, M., & Le Gall, F. (2020). Design and experimental implementation of a wind energy conversion platform with education and research capabilities. Computers & Electrical Engineering, 85, 106661. https://surl.lu/iaxnsr
Enberg, K., Steen, I. H., & Ellingsen, S. (2019). Me, myself and I: Teachers’ self-motivation and sense of responsibility determine the use of active learning methods. https://surl.li/movudn
Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974. https://doi.org/10.1080/001401300409143
Erbacher, T. A., Singer, J. B., & Poland, S. (2023). Suicide in schools: A practitioner's guide to multi-level prevention, assessment, intervention, and postvention. Routledge. https://surl.li/npiluc
Flick, U. (Ed.). (2024). The SAGE handbook of qualitative research quality. SAGE Publications Limited. https://surl.lu/azxkwg
Fu, Q., Jin, H., & Yu, D. (2022). Development status and strategy of research capability of general practice and community health in China: Based on the data of Chinese journals in general practice from 2001 to 2020. Chinese General Practice, 25(34), 4252. https://surl.li/bwusja
Gabriel, N. (2023). Impact of COVID-19-based stressors on children: Considerations for the mitigation of adverse mental health outcomes (Doctoral dissertation, Alliant International University). https://surl.li/ujdahf
Gaidica, M., & Dantzer, B. (2022). An implantable neurophysiology platform: Broadening research capabilities in free-living and non-traditional animals. Frontiers in Neural Circuits, 16, 940989. https://surli.cc/qndybc
Gelzhiser, J. A., & Lewis, L. (2023). Black barbers as mental health advocates, and interpersonal violence and suicide preventors in the local community. Mental Health & Prevention, 31, 200291. https://surl.lu/heqkde
Gherardi, S. (2022). Improving trauma-informed education: Responding to student adversity with equity-centered, systemic support. National Education Policy Center. https://surl.li/hrkveb
Gherardi, S. A., Garcia, M., & Stoner, A. (2021). Just trauma-informed schools: Theoretical gaps, practice considerations and new directions. International Journal of School Social Work, 6(1), 2. https://surl.lu/qfwcij
Granjo, M., Castro Silva, J., & Peixoto, F. (2021). Teacher identity: Can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem? European Journal of Teacher Education, 44(2), 158–179. https://surl.li/ddvckp
Hokoda, A., del Carmen Rodriguez, M., Ritblatt, S. N., Schiele, S., & Ingraham, C. L. (2022). Creciendo Juntos (Growing Together): Building leadership in Latino parents in a trauma-informed elementary school. In From trauma to resiliency (pp. 103–126). Routledge. https://surl.li/kvmdwg
Joram, E., Gabriele, A. J., & Walton, K. (2020). What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice. Teaching and Teacher Education, 88, 102980. https://surl.li/zhviqy
Kaptelinin, V., & Nardi, B. A. (2018). Activity theory as a framework for human– technology interaction research. Mind, Culture, and Activity, 25(1), 3–5. https://doi.org/10.1080/10749039.2017.1393089
Kelley, K. S. (2023). Creatives engage with spontaneous self-affirmation as a part of their writing practices. https://surl.li/wsugja
Kim, Y. (2021). The effects of the national examination protection convergence education program on ego-resiliency, social support, and job-seeking stress of senior nursing students. Protection Convergence, 6(2), 1–13. https://surl.li/edfkbk
Koch, T. (1994). Establishing trustworthiness in qualitative research. Journal of Advanced Nursing, 19(2), 319–327. https://surli.cc/vazhkh
Lazarus, P. J., & Sulkowski, M. L. (2023). Leadership for safe schools: The three-pillar approach to supporting students’ mental health. Routledge. https://surl.lu/guthds
Lincoln, Y. S., & Guba, E. G. (1988). Criteria for assessing naturalistic inquiries as reports. https://surl.li/lubjzp
Mahatmya, D., Grooms, A. A., Young Kim, J., McGinnis, D., & Johnson, E. (2022). Burnout and race-related stress among BIPOC women K–12 educators. Journal of Education Human Resources, 40(1), 58–89. https://surl.li/ygxvag
Manila, B. M., Dayanan, H. B. G., Barlis Jr., J. M., & III, J. D. F. (2022). Assessment of teachers’ research capability towards the promotion of research culture in elementary schools. Sustainable Development, 10(2), 45–50. https://surl.gd/ccuini
Männikkö, I., & Husu, J. (2019). Examining teachers’ adaptive expertise through personal practical theories. Teaching and Teacher Education, 77, 126–137. https://surli.cc/rfcuwp
Marcotte, A. S., Kaufman, E. M., Campbell, J. T., Reynolds, T. A., Garcia, J. R., & Gesselman, A. N. (2021). Sextech use as a potential mental health reprieve: The role of anxiety, depression, and loneliness in seeking sex online. International Journal of Environmental Research and Public Health, 18(17), 8924. https://surl.li/dixsdj
McDowell, T., Knudson-Martin, C., & Bermudez, J. M. (2022). Socioculturally attuned family therapy: Guidelines for equitable theory and practice. Routledge. https://surl.li/morqtl
Mertler, C. A. (2024). Action research: Improving schools and empowering educators. Sage Publications. https://surl.li/uwngno
Mezirow, J. (2021). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. https://doi.org/10.1177/1541344603252172
Nahum-Shani, I., Shaw, S. D., Carpenter, S. M., Murphy, S. A., & Yoon, C. (2022). Engagement in digital interventions. American Psychologist, 77(7), 836. https://surli.cc/sldciw
Navy, S. L., Nixon, R. S., Luft, J. A., & Jurkiewicz, M. A. (2020). Accessed or latent resources? Exploring new secondary science teachers' networks of resources. Journal of Research in Science Teaching, 57(2), 184–208. https://surl.lu/bwnoqs
Neihart, M. (2021). The social and emotional development of gifted children: What do we know? Routledge. https://surl.li/ikcedp
Norris, G., & Norris, H. (2021). Building resilience through sport in young people with adverse childhood experiences. Frontiers in Sports and Active Living, 3, 663587. https://surl.lu/qvptfl
Pacaol, N. (2021). Teacher's workload intensification: A qualitative case study of its implications on teaching quality. International Online Journal of Education and Teaching, 8(1), 43–60. https://surl.li/cdqeem
Pace, F., D’Urso, G., Zappulla, C., & Pace, U. (2021). The relation between workload and personal well-being among university professors. Current Psychology, 40, 3417–3424. https://surl.li/lecqux
Patel, R. B. (2022). The effects of school leadership and collaborative teachers on rigorous instruction (Master's thesis, Queen's University (Canada)). https://surl.gd/zzeqbe
Perez, Z. O., Minyamin, A. V., Bagsit, R. D., Gimena, G. B., Dionaldo, W. V., Padillo, E. S., ... & Cabello, C. A. (2022). Research capability of faculty members in higher education institution: Basis for research management plan. Journal of Positive School Psychology, 6(3), 6215–6226. https://surli.cc/xobsdp
Philippe, T. J., Sikder, N., Jackson, A., Koblanski, M. E., Liow, E., Pilarinos, A., Vasarhelyi, K. (2022). Digital health interventions for delivery of mental health care: Systematic and comprehensive meta-review. JMIR Mental Health, 9(5), e35159. https://surl.li/ldodid
Piaget, J. (1976). The child's construction of reality. Basic Books. https://surl.li/wfnbev
Pilongo, L. W. R. (2020). Research capability, support, and difficulties as viewed among faculty members of the University of Bohol. University of Bohol Multidisciplinary Research Journal, 8(1), 1–30. https://surl.li/ajquxt
Power, K., & Goodnough, K. (2019). Fostering teachers’ autonomous motivation during professional learning: A self-determination theory perspective. Teaching Education, 30(3), 278–298. https://surl.li/egjkwx
Resnik, D. B. (2021). What is ethics in research & why is it important? National Institute of Environmental Health Sciences. https://surli.cc/cznkae
Roth, C. B., Papassotiropoulos, A., Brühl, A. B., Lang, U. E., & Huber, C. G. (2021). Psychiatry in the digital age: A blessing or a curse? International Journal of Environmental Research and Public Health, 18(16), 8302. https://surl.li/jkulti
Saldana, J. (2021). The coding manual for qualitative researchers (4th ed.). Sage Publications. https://surl.li/apqxkr
Sansom, R. L., Clinton-Lisell, V., & Fischer, L. (2021). Let students choose: Examining the impact of open educational resources on performance in general chemistry. Journal of Chemical Education, 98(3), 745–755. https://surl.lu/wqrrdq
Sevon, M. A. (2023). Empty cups: A mixed-methods study of culturally responsive practices and early childhood teacher well-being during a pandemic (Doctoral dissertation, Temple University). https://surl.lu/vmhkar
Staller, K. M., & Chen, Y. (2022). Choosing a research design for qualitative research – A Ferris wheel of approaches. In The SAGE Handbook of Qualitative Research Design (pp. 69–86). SAGE Publications Ltd. https://surl.li/klgtfs
Supriharyanti, E., & Sukoco, B. M. (2023). Organizational change capability: A systematic review and future research directions. Management Research Review, 46(1), 46–81. https://surl.li/bflprc
Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://surli.cc/vcdzwn
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons. https://surl.lu/jbnhfe
Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis. https://surl.lu/segnoy
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://surl.li/zlauca
Whitton, J., Parr, G., & Choate, J. (2022). Developing the education research capability of education-focused academics: Building skills, identities and communities. Higher Education Research & Development, 41(6), 2122– 2136. https://surli.cc/eoesay
Young, R., & Ferguson, F. (2020). Writing for pleasure: Theory, research and practice. Routledge. https://surl.li/gufazc
Descàrregues
Publicat
Número
Secció
Llicència
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
