Rolling in the Deep: Exploring the Lived Experiences of Senior High School English Teachers in Teaching Practical Research 1

Abstract ―​

This qualitative study employed a phenomenological approach to explore the lived experiences of Senior High School English teachers in teaching Practical Research 1 (PR1). It aimed to understand their challenges, opportunities, support mechanisms, realizations, strategies, and recommendations in facilitating research instruction. Nine (9) participants from public secondary schools in the Division of Angeles City were selected through purposive sampling, each with at least three years of experience teaching PR1. Semi-structured interviews were employed to collect the data and thematic analysis was adopted for analysis as proposed by Braun and Clarke (2019), was adopted for analysis. Findings revealed that teachers encountered significant challenges in students’ conceptualization of research topics, formulation of research questions, limited research skills, and time constraints. In spite of this, participants identified chances for innovation in teaching methods, collaborative learning, and professional development. Institutional and collegial support were given to the participants. Participants also realized the importance of reflective practice, balanced assessment, and contextualized instruction. Modeling scaffolding, peer mentoring and technological integration were noted as the participants ‘ways to overcoming challenges. The findings culminated in the development of an emerging framework that encapsulates the interconnected experiences shaping teachers’ pedagogical effectiveness in research education.