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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.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/philippine-classroom-teachers-as-researchers-teachers-perceptions-motivations-and-challenges/593773/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/philippine-classroom-teachers-as-researchers-teachers-perceptions-motivations-and-challenges/593773.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about Philippine classroom teachers?","Question",{"text":112,"@type":113},"It investigates teachers’ perceptions and motivations for doing research, as well as their challenges and needs related to conducting research.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research methods were used in the study?",{"text":117,"@type":113},"The study used a survey questionnaire and both group and individual interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors motivate teachers to do research?",{"text":121,"@type":113},"The study reports that job promotion is a motivating factor for teachers to do research.",{"name":123,"@type":110,"acceptedAnswer":124},"What challenges hinder teachers from conducting research?",{"text":125,"@type":113},"Reported challenges include lack of research knowledge and skills, heavy teaching loads, and lack of financial support from schools.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593773,1792209604,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":142,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 11 | Article 4 |\n| --- | --- |\n| 2017\u003Cbr>Philippine Classroom Teachers as Researchers: Teachers’Perceptions, Motivations, and Challenges\u003Cbr>Mark B. Ulla\u003Cbr>Walailak University, [deadpoet852@gmail.com](deadpoet852@gmail.com)\u003Cbr>Kenneth Ian B. Barrera Saint Michael College of Caraga\u003Cbr>MellerM. Acompanado\u003Cbr>Butuan City School of Arts and Trade |  |\n\nRecommended Citation  \nUlla, 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).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/4](http://ro.ecu.edu.au/ajte/vol42/iss11/4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss11/4](http://ro.ecu.edu.au/ajte/vol42/iss11/4)  \nAustralian Journal of Teacher Education  \nPhilippine Classroom Teachers as Researchers: Teachers’Perceptions, Motivations, and Challenges  \nMark B. Ulla  \nWalailak University Language Institute, Thailand  \nKenneth Ian B. Barrera  \nSaint Michael College of Caraga, Philippines  \nMeller M. Acompanado  \nButuan City School of Arts and Trades, Philippines  \nAbstract: This study explores teachers’perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines  \nwith regards to doing research. Methodologies used were survey  \nquestionnaire, and group and individual interviews. Findings  \nrevealed that teacher-respondents had a positive perceptions towards  \ndoing research and its benefits to their teaching practice and  \nstudents’ learning process. Thus, job promotion is the motivating  \nfactor why teachers did research. However, reported challenges such  \nas lack of research knowledge and skills, heavy teaching loads, and  \nlack of financial support from the schools obstructed them from doing  \nit. Attending and participating to research trainings, receiving  \nresearch incentives, and having lighter teaching timetable were what  \nthe teachers perceived they need to do research. The implication is  \nfor the policy makers, researchers, and school’s officials to consider  \nthe findings of this study and address the needs of these teachers in  \norder to create a community of teacher-researchers.  \nIntroduction  \nMuch 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.  \nSince 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  \nVol 42, 11, November 2017 52  \nAustralian Journal of Teacher Education  \neffective lessons every day to the students, doing research has also become part of the teach","cbCaiojDQcC0vKTM","https://ap.wps.com/l/cbCaiojDQcC0vKTM","pdf",477409,14,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study investigate about Philippine classroom teachers?\",\"answer\":\"It investigates teachers’ perceptions and motivations for doing research, as well as their challenges and needs related to conducting research.\"},{\"question\":\"Which research methods were used in the study?\",\"answer\":\"The study used a survey questionnaire and both group and individual interviews.\"},{\"question\":\"What factors motivate teachers to do research?\",\"answer\":\"The study reports that job promotion is a motivating factor for teachers to do research.\"},{\"question\":\"What challenges hinder teachers from conducting research?\",\"answer\":\"Reported challenges include lack of research knowledge and skills, heavy teaching loads, and lack of financial support from schools.\"}]","Philippine Classroom Teachers as Researchers: Teachers’Perceptions, Motivations, and Challenges | PDF",1792077889,35]