Walls Too High: Challenges Faced by DepEd Teachers in Embracing Educational Research
DOI:
https://doi.org/10.5281/zenodo.18160962Keywords:
educational research, teacher engagement, phenomenology, professional development, DepEd, Burauen Leyte, Sustainable Development Goal 4Abstract
This study explored the lived experiences of Senior High School (SHS) teachers in Burauen, Leyte, under the Department of Education (DepEd) Leyte Division, regarding their engagement with educational research. Using a qualitative phenomenological design, the study sought to understand the barriers, perceptions, and potential strategies that shape teachers’ involvement in research. Ten (10) purposively selected SHS teachers from various public schools participated in in-depth interviews, and data were analyzed thematically to capture recurring patterns of meaning across participants’ narratives. Findings revealed three major themes: (1) Fear of Failure and Lack of Support, (2) Improved Pedagogy and (3) Time and Workload Adjustment, along with subthemes on Time Constraints, Difficulty Translating Research to Practice, and Boosting Research Engagement. Teachers expressed strong recognition of the value of educational research for enhancing teaching and learning, yet they faced significant barriers such as inadequate training, limited mentorship, insufficient institutional support, and heavy workloads. Despite these constraints, teachers perceived research as a tool for pedagogical improvement and professional growth. They emphasized that sustained training, accessible resources, and collaborative support systems could foster a more research-oriented culture in schools. The study concludes that meaningful engagement in educational research among SHS teachers requires systematic support mechanisms, protected research time, and continuous capacity-building aligned with DepEd’s professional development framework. It recommends the institutionalization of mentoring programs, regular research training, workload adjustments, and recognition systems to encourage teachers’ active participation in research endeavors. These initiatives can help integrate research into daily teaching practice and strengthen the link between classroom instruction and educational innovation. Ultimately, this study contributes to the ongoing pursuit of Sustainable Development Goal (SDG) 4 – Quality Education, particularly Target 4.c, which underscores the importance of developing qualified and research-informed educators. By addressing the barriers identified, schools and educational leaders can cultivate a supportive, research-driven teaching community that enhances both teacher effectiveness and student learning outcomes.
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