Abstract
This qualitative research explores the research capabilities of Third-Year Pre-Service Teachers (PSTs) enrolled in the Bachelor of Elementary Education program at the College of Teacher Education in a Higher Educational Institution. Employing a phenomenological design, the study aims to discover commonalities from PSTs' collective research experiences, ensuring data authenticity and integrity. Data collection involved one-on-one, open-ended interviews with ten (10) Third-Year PSTs, who shared insights from their research endeavors. The study revealed that PSTs are intrinsically and extrinsically motivated by personal growth, mentorship, team support, and positive feedback. Research is seen as crucial for their academic and professional development, going beyond mere obligation. These motivations strongly influence their attitude and performance in research. The PSTs addressed about a variety of adversities encountered when carrying out the study, including title formulation, locating current, relevant literature, translating the contents word for word, and choosing relevant theories to provide the results' foundation. Yet, PSTs surmounted numerous adversities to do research; PSTs took calculated risks to surmount the difficult research uphill battle and initiated useful coping mechanisms to get beyond the difficulties. These strategies include efficient time management, group collaboration, effective communication, resourcefulness, task allocation, mentorship, self-care, optimism, and self-direction. Therefore, PSTs’ research capabilities reflect a synthesis of motivations, challenges, and coping mechanisms encountered throughout the research journey.
