Behind the Scenes: The Ambivalent Experiences of Teachers in Conducting Research

My qualitative phenomenological research delved on the ambivalent experiences of my colleagues at Vicente Fuentes Elementary School in conducting research. I had 12 participants chosen purposefully for my study. In gathering information, I used in-depth interviews and focus group discussion. Thematic analysis by Clarke and Braun (2013) was used to analyze the data and peer debriefing was done. The two (2) major themes that emerged in the study were Positive Experiences and Negative Experiences. The Positive Experiences of teachers in conducting research include being motivated in conducting research, receiving financial and moral support, and gaining opportunities for professional growth. Consequently, emerging themes under the Negative Experiences of teachers in conducting research were difficulties in analyzing data, difficulties in identifying appropriate research designs, and inability to manage time. The Department of Education may provide targeted support to teachers by offering workshops, seminars, and resources focused on time management, research design, and analyzing data. Teachers may prioritize professional development to take advantage of opportunities for professional development related to research skills and methodologies and take time to reflect on both their experiences as researchers. Reflective practice can help them identify areas for improvement and celebrate successes and navigate their challenges.