Philippine Classroom Teachers as Researchers: Teachers’Perceptions, Motivations, and Challenges

Oct 15, 2026

This study examines Philippine classroom teachers’ perceptions and motivations, along with the challenges and needs of 50 teachers in Agusan del Norte, Philippines, regarding research. Using survey questionnaires and group and individual interviews, the findings show positive views of research benefits for teaching practice and students’ learning. Promotion needs motivate participation, while barriers include limited research knowledge and skills, heavy teaching loads, and insufficient school financial support. Teachers expressed needs for research training, incentives, and reduced timetables to build a teacher-researcher community.

LanguageEnglish

CategoryExam

FormatPDF

Pages14

Reading Time35 min

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Abstract

Introduction

Australian Journal of Teacher Education | Volume 42 | Issue 11 | Article 4 | | --- | --- | | 2017
Philippine Classroom Teachers as Researchers: Teachers’Perceptions, Motivations, and Challenges
Mark B. Ulla
Walailak University, [deadpoet852@gmail.com](deadpoet852@gmail.com)
Kenneth Ian B. Barrera Saint Michael College of Caraga
MellerM. Acompanado
Butuan City School of Arts and Trade | | Recommended Citation Ulla, M. B., Barrera, K. B., & Acompanado, M. M. (2017). Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges. Australian Journal of Teacher Education, 42 (11). Retrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/4](http://ro.ecu.edu.au/ajte/vol42/iss11/4) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol42/iss11/4](http://ro.ecu.edu.au/ajte/vol42/iss11/4) Australian Journal of Teacher Education Philippine Classroom Teachers as Researchers: Teachers’Perceptions, Motivations, and Challenges Mark B. Ulla Walailak University Language Institute, Thailand Kenneth Ian B. Barrera Saint Michael College of Caraga, Philippines Meller M. Acompanado Butuan City School of Arts and Trades, Philippines Abstract: This study explores teachers’perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its benefits to their teaching practice and students’ learning process. Thus, job promotion is the motivating factor why teachers did research. However, reported challenges such as lack of research knowledge and skills, heavy teaching loads, and lack of financial support from the schools obstructed them from doing it. Attending and participating to research trainings, receiving research incentives, and having lighter teaching timetable were what the teachers perceived they need to do research. The implication is for the policy makers, researchers, and school’s officials to consider the findings of this study and address the needs of these teachers in order to create a community of teacher-researchers. Introduction Much has been written about the importance of action research in teacher education (Hine, 2013; Hong & Lawrence, 2011; Young, Rapp, Murphy, 2010; Vogrinc & Zuljan, 2009; Hien, 2009) and its effect to quality classroom instruction (Mahani, 2012; O'Connor, Greene & Anderson, 2006) . The belief that teachers are active participants towards the development of education shows that by knowing the problem in the classroom; and by taking an action regarding that problem, teachers become the catalysts for change and responsible agents for the improvement of their own classroom teaching and for uplifting students learning. Doing classroom research is knowing what the problem is in the classroom and how that problem can be addressed in order to improve the teaching and learning process. Since teachers are part of the environment where the problem occurs, action research enables them to discover what went wrong and what could be done to address the issue. Consequently, it has now become one of the major professional development concerns for teachers in the Philippines’ schools. Teachers are encouraged by the Department of Education and the Commission of Higher Education to conduct a school based action research as part of their performance appraisal. In fact, the idea of “publish or perish” in higher education institutions in the Philippines is directing teachers to do good not just in the classroom teaching but also in publishing academic papers. Thus, aside from delivering Vol 42, 11, November 2017 52 Australian Journal of Teacher Education effective lessons every day to the students, doing research has also become part of the teach

FAQs

What does the study investigate about Philippine classroom teachers?

It investigates teachers’ perceptions and motivations for doing research, as well as their challenges and needs related to conducting research.

Which research methods were used in the study?

The study used a survey questionnaire and both group and individual interviews.

What factors motivate teachers to do research?

The study reports that job promotion is a motivating factor for teachers to do research.

What challenges hinder teachers from conducting research?

Reported challenges include lack of research knowledge and skills, heavy teaching loads, and lack of financial support from schools.

Oct 15, 2026

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