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REGION XIIDIVISION OF SARANGANI
NATIONAL RESEARCH PRESENTATION
The Farm, Carpenter Hill, Koronadal CityApril 16-18, 2015
JOSIE TEOFILA NESLE QUIJANOResearch Presenter
THE LIFE OF HOMEGROWN TEACHERS: A PHENOMENOLOGICAL
INQUIRY
JOSIE TEOFILA N. QUIJANOResearch presenter
District HeadEast Kiamba DistrictDivision of Sarangani
Region Xll
Division of Sarangani , Region Xll
Introduction• Teachers are role models of the society • They educate and make a man humane with
sense of responsibility in the community.• They lived with experiences in life that lead
them realized the real essence of transforming lives of every learners.
• This relates of who they are and what they do in school that affects their roles and performances
as teachers.
Division of Sarangani , Region Xll
• Teachers’ experiences gradually honed their personal and professional attitudes in the environment .
• A phenomenon of teachers in the public schools in the Division of Sarangani, who graduated and preferred to teach in the same school in spite of many opportunities, made the researcher’s interest to do this research.
Division of Sarangani , Region Xll
• In this study, they are called “homegrown teachers. These are teachers who graduated in school where they are currently employed.
Division of Sarangani , Region Xll
Literature Review
• Several studies revealed teachers’ lived experiences captured self confidence and commitment for excellence and passion of their work, but corresponds changes along the length of services and stages in their career (Wallace, 2010).
• Teachers who are in the service for several years excel their teaching-learning performance in school.
Division of Sarangani , Region Xll
• This also developed an engagement to love teaching that creates better attitudes of work which exhibits the behaviors that engage lifelong learning, assisting their colleagues for pedagogical improvement (Amparo, 2013).
Division of Sarangani , Region Xll
• This study utilized a qualitative research designed specifically a transcendental phenomenological inquiry founded by Husserl adopted by Colaizzi, (1978); Moustakas,(1994) and Groenewald, (2004)
• This is that study of the lived experiences of participants in school.
• Focused less on the interpretation but more on the description of the experiences of participants.
Division of Sarangani , Region Xll
General Objective of the Study
Describes the lived experiences of homegrown teachers in selected public schools in Sarangani Province.
Division of Sarangani , Region Xll
Specific Objectives
Describe the following:I. profile of homegrown teachers,
II. lived experiences :A. as former students.
B. as current teachers.
Division of Sarangani , Region Xll
Conceptual Framework
Experiences of Teachers
Qualitative Research
Phenomenological Research Inquiry
The Teaching Profession
Division of Sarangani , Region Xll
The Study
Data Gathering Procedure
Analysis of Data
dD
Instrument used
Locale of Study
Participants
Objective of the study
The Life of Homegrown Teachers as former Students and Current Teachers in the same school
Public Secondary Schools, DepEd Sarangani Division *Glan School of Arts and Trades * Malapatan National High School
·Home Grown Teachers
*describe the lived experiences of Homegrown Teachers as : former students and current teachers in the same school
* A semi –structured Open ended Interview Guide
·Key Informant Interview
II. What are their lived experiences?
Textural Description
Cluster of Meaning ( Cluster Themes)
-Interview transcription -Coding of Transcription
Essence or (Emergent Meaning)
Structural Description
Significant Statements(Themes)
I. Homegrown Teachers Profile
age
sex
educ’l. attainment
yrs of teachingcivil status,
yrs. of teaching in the schs.ethnicity
religious affiliation
positions and designations
Conclusions, and Recommendations
Rese
arch
Des
ign
Division of Sarangani , Region Xll
Methodology
• Purposive Key Informant Interview (KII) was used in gathering data.
• 8 participants of the study were identified based on their 201 file in school.
• Initial letters were sent to participants informing and purpose of the study .
Division of Sarangani , Region Xll
• followed by the interview protocol, letter of “Informed Consent to Participants” with the interview procedure, confidentiality and benefits including the contact number of the researcher for verifications of the purpose.
• Interview guide questions were edited and revised by various professors during the tryout process, before it conducted the proper interview.
Division of Sarangani , Region Xll
• Key informant interview process was transcribed and recorded through a digital recorder.
• Interview saturation points were met through similarity of thoughts and experiences after the 8 participants had been interviewed.
Division of Sarangani , Region Xll
Flow of Data Analysis Te
xtur
al D
escr
iptio
nS
truc
tura
l Des
crip
tion
group of significant statements
Data Transcriptions
Themes
Coded Transcriptions
Conclusions and Recommendations
Essence or Emergent Themes
Significant Statements
Cluster of themes
quoted statements from the coded data
Combination of Textural ( What) and Structural Description ( how lived experiences being described)
raw data of participants’ experiences
coded data of participants’ experiences
group of themes from significant statement
by reduction of information
• By Collaizi, (1978) adopted by Moustakas, (1994) and Groenewald, 2004.
Qualitative Data AnalysisDivision of Sarangani , Region
Xll
Summary of Findings:
Part I. The Participants’ profiles
* Homegrown teachers were all with distinct awards as former students in the school.
• 3 out of 10 were valedictorians • Others were top 10 of the graduates in their
respective batches. • They represented the tri-people in the community
considering the Muslim, Blaans and Christians or (Non-Blaans Non-Muslims) participants.
Division of Sarangani , Region Xll
• They served the Alma Mater as teachers for more than three years.
• 6 out of the eight (8) revealed teaching as their second choice.
• Only 2 revealed teaching as their 1st option.
• They all emphasized that education is important to them, for their family and people in the community.
Division of Sarangani , Region Xll
Table I : Participant's Profile
Pseudonym/Code
GenderCivil
StatusEthnicity Religion
Academic/ non academic
Award
Major Assignment
Grade Level Currently teaching
No. of Yrs and educator
No. of Yrs in the
present position
Degree/s Earned
Shine Female Married Cebuano Catholic 2nd honorable mention filipino G7 8 yrs 8 yrs. BSED-
filipino.
Starlet Female Married Cebuano iIFI valedictorian math G7 10yrs 10yrs BSED- math.
Knight Male Married Cebuano Catholic valedictorian Math G8 9 yrs 9yrsBSMATH W/ educ.
Units.
Reshyl Female Married Leytenio Catholic 1ST Honorable mention
TLE teacher G7 5yrs 5yrs BSED-math
Leonel male Married Aklanon ProtestantStdnt leader of
the year TVE G7 22 yrs 5 yrs BSiE W/ MA units
Nehlen Female Married Bisaya Protestant Top 10 TLE Teacher G 8 & 9 23 yrs 12 yrs
BSIE w/ 18 units MA
Vinez Female Married Bisaya Catholic Valedictorian Filipino G7& 8 22yrs 22yrs BSED-FILIPINO
Adam Male Married Maguindanon Islam with Honors English G9 & 4th Yr. 11 yrs 11 yrs BSED w/ MA units
Division of Sarangani , Region Xll
Part II. Lived Experiences of Homegrown Teacher
As former Students and current teachers 1. Personal experiences 2. Challenges Encountered 3. Coping Mechanism
Division of Sarangani , Region Xll
IIA.
Lived experiences as former students
Division of Sarangani , Region Xll
Cluster Themes Emergent Themes
1. Sense of determination 1. Inner desire to improve life2. Strive for Competence
3.Involvement in community activities
2. Social Responsibility
4.Social Involvement in school activities
5.Faith in God 3. Spiritual Devotion6.Religious Involvement
A.1. Personal Experiences
Division of Sarangani , Region Xll
A.2. Challenges Encountered
Cluster Themes Emergent Themes
1. Verbal abuse from teachers 1. Negative experiences with teachers and students
2. Physical punishment from Teachers3. Bullying4. Large families5. Lack of access to resources6. Lack of family livelihood
2. Poverty
Division of Sarangani , Region Xll
A.3. Coping Mechanism
Cluster Themes Emergent Themes1. Perseverance
Positive outlook in life
2. Building friendships
Division of Sarangani , Region Xll
IIB.
Lived Experiences
As Current Teachers
Division of Sarangani , Region Xll
B1. Personal Experiences:Cluster Themes Emergent Themes
1.Teaching not the primary choice of profession2. Inspiration found in the family members, friends and teachers3. love of teaching
Varied motivation to teach
4. Modeling Service to the Community 5. Valuing relationship in the community
6. Importance of professionalismValue of Education7. Qualification standard
8, Cooperation Collegiality9. Group satisfaction10. Family and Community Attachment Love of family
11. Self-identity
Division of Sarangani , Region Xll
B.2. Challenges Encountered
Cluster Themes Emergent Themes1. Different leadership styles
1. Diversity
2. Different Cultural Practices3. Professional differences4. Student Misbehaviors 2. Classroom
Management5. Lack of Material Support 3. Resource
Management
Division of Sarangani , Region Xll
B.3. Coping Mechanism:
Cluster Themes Emergent Themes1. rootedness sense of fulfillment2. Source of livelihood3. Managing conflict
Understanding Diversity 4. Facilitating dialogue
5. Mentoring
6. Initiatives Resourcefulness7. Multi tasking
Division of Sarangani , Region Xll
RESULTS AND DISCUSSIONS
As former students;
Homegrown teachers experienced difficulties
from teachers and peers in terms of bullying using
verbal abuse and physical punishment. Generally,
they experienced poverty.
In spite of the difficulties, they made to cope
up by striving hard with strong determinations and
faith to become professional teachers.
Division of Sarangani , Region Xll
They consider poverty as a challenge and
inspiration to strive hard and become successful
professionals to extend assistance to their
families.
• However, they used various coping mechanisms to further improve their lives.
Division of Sarangani , Region Xll
As Teachers
Homegrown teachers in their home places are
committed to teach and able to deal with challenges
encountered with love to understand and care
people.
They are the keys to expand and strengthen the
bonding with prevalence of peace and unity of tri-
people in the community.
Division of Sarangani , Region Xll
Conclusions
• The researcher concluded that homegrown teachers have the deep desire to serve in their home places where their Alma Mater was located.
Division of Sarangani , Region Xll
• Therefore, experiences of homegrown teachers can be an inspiration for students, to rise above the challenges they encountered by striving hard with strong determination to become professionals.
Division of Sarangani , Region Xll
• Homegrown teachers as teachers in their home places are committed to teach and able to deal with challenges encountered with love and understanding diverse people.
• Therefore, homegrown teachers can be role models to students and colleagues in terms of their commitment and dedication.
• They can help strengthen peace building and unity among tri-people in the community.
Division of Sarangani , Region Xll
• It is recommended to utilize the knowledge and experiences of homegrown teachers as basis for policy direction for long term faculty development programs under psychosocial component.
Recommendations
Division of Sarangani , Region Xll
• It is recommended that further qualitative studies should be conducted to document experiences, practices and behaviors of teachers in different environments ( eg. teachers teaching in conflict areas, multi-grade teaching, out of school youth, children with special needs, teaching MTB-MLE and other K to 12 related projects and activities.)
Division of Sarangani , Region Xll
Thank you
Have a great Life ….
TEACHERS
Division of Sarangani , Region Xll