Policy, Planning and Research Division - Department of Education XI

Human Resource Development

Home Visit Intervention: A Track of Teachers’ Experiences

ABSTRACT
This qualitative phenomenological study sought to discover the lived experiences of fourteen (14) secondary school teachers in conducting home visits. Moreso, the study also described their coping with the challenges in doing home visits and the insights they gained. In-depth interviews to seven (7) informants and another seven (7) comprised of the focus group discussion. These informants were selected through purposive non- random sampling, snowball sampling in particular. Results show that teachers experience being concerned communicators, academic marketers, welcomed visitors, multitasking wanderers. Issues on security and sacrificing were faced by the teachers together with having renewed visions as a teacher. To cope with the challenges, the participants coped with the struggles through prioritizing safety, observing time management, counseling to both the parents and students, strengthening connections with the family and communities. The exchanges during the IDI and FGD, deeper understanding of the learners and teachers’ values emerged as themes. It is them recommended that an established protocol will be observed to ensure the teachers safety and maximize time at the same time. Moreover, an appropriation in budget would greatly benefit the teachers in conducting home visits.
Author/s: Jeramie S. Pilayan (2019)

Turning to the Phenomenon: The Ideologies and Experiences of Newly Hired Public School Elementary Teachers

ABSTRACT
This phenomenological study conducted in the school year 2019-2020 explored the lived experiences of newly hired public elementary school teachers at a school in Daliaon district in relation to their understandings of their role, authority, and accountability in the name of public service. The findings aimed to aid in enhancing induction program of newly hired teacher and could serve as an eye opener for the policy makers of the government by having information on the experiences of teachers. The two participants were purposely selected as they qualify for the criteria set. In doing so, focus group discussion and key informant interview were utilized as methods of gathering data while organizing the facts garnered through thematic analysis. As the results emerged, the participants cascaded their experience and viewed themselves as struggling teachers, hence, the prevailing theme. Unaccommodating DepEd personnel, laborious hiring scheme and confusing instructions manifested as sub-themes. Their perceptions of being hired as a public teacher also dwindled as they became baffled with the system. However, being in the school and embracing the fact that they are now public servants made them feel satisfied along with being stable and happy. With these results, the participants of this study came up with a unanimous recommendation to improve the way DepEd personnel handle queries and concerns of newly hired teachers. Suggestions on guidance, step-by-step procedure and courteous accommodation were encouraged and expected soon.
Author/s: Lanie Marie G. Sabellano (2019)

Journey Towards School- Based Management (SBM) Peaks: A Traversal Into SBM Leaders Grassroots Experiences

ABSTRACT
This study was conducted to explore the lived experiences of school leaders in doing School-Based Management (SBM) activities in Catalunan Grande Elementary School, Talomo A District, Division of Davao City. The qualitative-phenomenological research design was utilized in the study. There were eight (8) teacher-participants as SBM leaders who were active in the planning, implementation and evaluation of the SBM and were subjected for an In-depth interview (IDI) as the key informants. Data confirmation and triangulation were done to the School Administrators of the same district through Focus Group Discussion (FGD). The results revealed that in terms of their grassroots experiences in handling SBM matters, school leaders had blended emotions, were positively learning, were doing multiple tasks, and were hurdling difficulties specifically dealing with time constraints, motivation issues, lack of documentation mechanisms and organizational conflicts. Although challenged, they found relief through team coordination, provision of technical assistance, healthy communication and sufficient trainings in all levels as their coping mechanism. They learned the concepts of SBM as a shared governance, responsibility and accountability, the importance of Technical Assistance and individual empowerment in Schools. Thus, the Department of Education may mount SBM capacity development courses regularly in order for school leaders to keep abreast on the emerging issues and trends on school management since based on the study, school leaders desire to have consistent technical assistance for enhancement and mastery. Further, they may create educational mandates, policy actions and orders as their guideline in lessening or eradicating the problems and issues experienced by school SBM leaders.
Author/s: June Elias V. Patalinghug (2023)

Looking Through the Tainted Glass: An Introspection of the Career Life of Veteran Teachers

ABSTRACT
This research dealt with veteran teachers in response to the call to hear their innermost thoughts and feelings in their years of service. This study utilized a qualitative design using interpretative phenomenological analysis to examine the lived experiences of veteran teachers. Focus group discussions as well as semi-structured interviews were conducted to give more details on the situation handled by the participants. Experiences were focused on three superordinate themes, namely, (1) veteran teachers’ experiences with career satisfaction; (2) veteran teachers’ plight and dissatisfactions; and (3) veteran teachers’ coping mechanisms. Moreover, results revealed that the satisfaction of the veteran teachers was rooted in (a) the value, trust, and respect they received, (b) how they made a difference in students’ lives, and (c) the career benefits they got from their years of service. However, they expressed their plight and dissatisfaction as the result of long years of unfair organizational practices, strains, and abrupt environmental changes. Further, veteran teachers tend to cope with organizational stress with the help of their families and colleagues. The findings suggest that administrators, as instructional leaders, should provide veteran teachers with the support they need in their careers. A necessary staff development and revitalization program should be designed and implemented to provide a positive impact on the working conditions of the teachers, which can renew and continuously motivate them, which in turn can improve their sense of satisfaction.
Author/s: Ivy L. Chan

The Lived Experiences of Teachers in the Armed Conflict Areas

ABSTRACT
This qualitative phenomenology study aimed to determine the experiences, coping mechanisms and insights of teachers assigned in the armed conflict areas of the Municipality of Talaingod, Province of Davao del Norte. The participants were former and present teachers of the identified public elementary schools in the Municipality of Talaingod, Province of Davao del Norte. A focus group discussion (FGD) was conducted among five teacher- participants and six participants for in-depth interviews. The teachers expressed that they experienced traumatic experiences, disruption of classes, learners’ vulnerability, and character development. Coping mechanisms include self-meditation, safety measures intervention, and belief in divine intervention. Finally, the teachers shared also some notable insights like vigilance, enhanced services and programs, and consideration for deployment.

Disclaimer: This research falls under the Limited Public Disclosure category which means this research (1) has topics related to but not limited to: (a) sexual behavior/practices; (b) conduct of illegal activities or ethically questionable behavior; (c) experiences on racism, ageism, classism, discrimination, and sexism, grief and loss, trauma or violence; (d) experience of being part of any potentially vulnerable populations; (2) research with international setting subject to international regulations; (3) research with pending quality issues as per quality control process; and (4) other research with analogous causes.
Author/s: Ruel C. Lugatiman

Utilizing Digital Platforms for Teacher’s Professional Development Activities in the New Normal

ABSTRACT
This study explored the plights of sexagenarian teachers in the utilization of digital platforms for professional development activities in Hagonoy National High School, Guihing, Hagonoy, Davao del Sur for the School Year 2021-2022 using qualitative multiple case study research design. Data were gathered from October to November 2021 through in-depth interviews to five (5) teachers who turned 60 this year 2021 or at least 60 years old but still continued their teaching services until December 2021. Recorded interviews were transcribed and analyzed using the following steps: preparing and organizing the data, making codes, categorizing, and generating the emerging themes. Results showed that sexagenarian teachers have physical, psychological, and technological skill limitations as their plights in utilizing digital platforms for their professional development activities. The mechanisms they utilized to overcome their plights include support from colleagues, emotional and psychosocial support, and continuing professional development. Therefore, it is believed that most sexagenarians belong to digital immigrants; generational gaps play a crucial role in digital literacy; and the experiences of sexagenarians are significant in teacher development planning. Hence, it is recommended that DepEd may continue to offer professional development activities to teachers regardless of their age and teaching experiences while providing worthwhile intervention to sexagenarians to guarantee their engagement, participation and learning with the use of digital learning platforms.
Author/s: Jimmy Rey O. Cabardo, Myra B. Peloriana, & Antonio L. Peloriana Jr.

The Travails of Officers-In-Charge: A Phenomenology

ABSTRACT
The purpose of this interpretive phenomenological research was to describe the lived experiences of 14 classroom teachers who also functioned as officers-in-charge at New Corella District. Further the study aimed to investigate the experiences, challenges and insights of the participants. In-depth Interviews (IDI) and Focus Group Discussion (FGD) were employed in collecting the data using researcher made expert validated research questionnaire and analyzed through content and thematic analysis. Findings revealed that not only struggling with decision-making and suffering from class interruption made teachers’ roles harder but also the difficulties in complying with reports and dealing negative attitudes of teachers. Despite these, they still experienced ecstatic feelings towards their role as officer-in-charge. In solving the problems encountered, consultation with others and time management turned out to be the primary solutions aside from resolving issues through communication. Amidst the struggles due to the nature of performing two functions, officers-in-charge find these experiences as complex tasks that would further contribute to self-improvement in terms of maturity and opportunity for professional development.
Author/s: Fe R. Torrefranca (2021)

Being Productive in the Midst of COVID-19 Pandemic: Stories From Public School Teachers

ABSTRACT
Teachers have a quiet complex and busy life but sudden closure of school and suspension of classes due to Covid-19 pandemic caused anxiety and stress. The government has advised them to stay at home. However, teachers found purposeful activities that could reduce anxiety and stress. The purpose of this study was to reveal the experiences of public school teachers who are being quarantined but managed to be productive. It employed descriptive phenomenological qualitative research design. The participants of the study were eight teachers of Malalag District, Division of Davao del Sur. They went through Key Informant Interview (KII). Health protocols were strictly followed during the interview. Results showed that their productive endeavors were attributed to professional enhancement, spending more time on their hobbies, engaging with their children and improving their house. As to their viewpoints of being productive, two themes were identified. These were improving teaching practices and managing their time wisely. For their insights, financial literacy and passion for teaching had emerged. Evidently, while teachers were committed to do things that were related to improving their teaching profession, they still managed to do things that they accustomed to release their stress and anxieties. Despite the pandemic, teachers were able to grow professionally. They accepted the challenge of implementing the new way of learning modality. The pandemic somehow paved the way to new learning opportunities which enabled the teachers to learn strategies that were appropriate to learning modalities through the series of webinars. With this, teachers became productive and remained resilient.
Author/s: Nancy A. Sarmiento (2021)

Drying the Quagmire: Uncovering Teacher’s Financial Mishaps

ABSTRACT
The purpose of this qualitative multiple case study was to uncover teacher’s experiences, challenges and realizations relevant to financial mishaps. This study employed the use of purposive sampling in determining the four (4) key informants from the Junior High School department. The informants underwent In-Depth Interview (IDI) using validated researcher-made questionnaire. The first case talked about the person’s dream to economic elevation but failed due to poor financial decisions. The second case was about the teacher’s struggle because of weak financial standpoint and incurred debt before employment. Moreover, the third case talked about the teacher who has high stake investment but failed to sustain due to lack of time. Finally, the fourth case was about the teacher who happened to be the breadwinner and literally make ends meet. The Cross-Case Analysis revealed the following major themes: a. Borrowing Money at High Interest, b. Acquire Loan for Shelter, c. Extend Support to Family, d. Spend Money on Classroom Needs, e. Engage on Multiple Loans and Debts, f. Lack of Financial Plan, g. Keep on Reconstructing Loans h. Dependent in Loan for Family Needs, i. Salary is No Longer Sustainable, j. Call for Salary Increase, k. Be Financially Wise, l. Thankful to the Teaching Job. Findings of the study implies the need to look upon the claims of teachers concerning financial insecurity and provide possibilities that may allow them to explore on financial investments and strengthen their level of handling finances.
Author/s: Rowela S. Posia (2022)

Gamified E-Learning Platforms as Strategy to Increase Student Engagement

ABSTRACT
The study used gamified e-learning platforms such as Quipper, Kahoot!, and Quizziz as a strategy to increase student engagement in answering the self-learning modules. The gamified e-learning platforms were used to design lessons based on the students’ self-learning modules. The participants in this study were the selected students of Grade 7 Friendship class from Mati School of Arts and Trades. Teacher’s records reflecting students’ grades and attendance during module distribution and retrieval were alarming at some point. A self-assessment tool on student engagement was used to confirm the data obtained through the teacher’s records. A descriptive statistic was employed for the analysis of the data. The result showed that 30% of the students were found less engaged, which confirmed the data collected from the teacher’s record. Ten (10) students were identified who were crucial to the data collection process who underwent intervention using the gamified e-learning platforms and were interviewed to capture their experience while employing the strategy. Thematic analysis was used to examine the interview results. Themes obtained demonstrate that the utilization of the strategy does genuinely provide students with favorable learning experience. Accordingly, students showed a significant increase in their engagement in answering their modules and even showed improvement in their grades.
Author/s: Janice F. Barba (2021)

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