Reflections on a Short-Term Action Research Program Entitled EnCOURAGE (EmboldeN CO-Teachers to Undertake Research and Acquire Genuine Engagement) among Elementary School Teachers in Gumaca West C

Abstract

INTRODUCTION

Across the world, there is an increasing pressure in most school teachers to become research active, not only for professional growth, but also for effective teaching-learning in classroom setting. For the past several years, surveys revealed that only few research studies, conducted by teachers, was being carried out all over the country. As part of our multifaceted plan to solve this problem, we developed a program entitled EmboldeN CO-Teachers to Undertake Research and Acquired Genuine Engagement (EnCOURAGE).

METHODS

This design for this research study is qualitative in nature and uses content analysis and descriptive statistics. Using a four-stage method in action research as proposed by Mertler and Charles (2005): planning, acting, developing, and reflecting, we conducted six (6) lac sessions with 15 teachers participants, from different grade levels who responded to 14-question self-made survey administered during the orientation on August 2018. Using the program EnCOURAGE,data were collected and analyzed using qualitative analysis.

RESULTS

Teachers, participated in EnCOURAGE, perceived substantial knowledge which stem from effective mentoring and guidance from the local mentor and facilitator. Highest mean scores (3.5) were seen on factors like lack of knowledge to conduct research studies and hesitation because teacher participants felt that they do not have someone to consult with regards their undertakings. Likewise, teachers totally disagree that they don't have topicsto choose from as their subject in conducting research because they are all exposed in an actual classroom settings where main issues and problems arise. However, lowest mean score was depicted on insufficient time to conduct research. Teachers expressed that they have sufficient time, but do not have sufficient knowledge to start with their research. Insufficient time and lack of topic to work on falls on the lowest mean score. In terms of their perception on EnCOURAGE, as expressed by the computed mean score (2.9), majority of the participants expressed that the program opens avenue for opportunity of becoming teacher-researcher.

DISCUSSIONS

The results demonstrate the need for continuous conduct of the program EnCOURAGE to be able to sustain the rate of increase in the numbers of teacher-researcher. From the results obtained in this study, factors such as mentoring, tutoring, and continuous conduct of lac sessions were seen significant to the effectiveness and sustainability of the EnCOURAGE Program.