REGION XII DIVISION OF SARANGANI NATIONAL RESEARCH PRESENTATION The Farm, Carpenter Hill, Koronadal...

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.


• 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.


• In this study, they are called “homegrown teachers. These are teachers who graduated in school where they are currently employed.


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.


• 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).


• 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.


General Objective of the Study

Describes the lived experiences of homegrown teachers in selected public schools in Sarangani Province.


Specific Objectives

Describe the following:I. profile of homegrown teachers,

II. lived experiences :A. as former students.

B. as current teachers.


Conceptual Framework

Experiences of Teachers

Qualitative Research

Phenomenological Research Inquiry

The Teaching Profession


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


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 .


• 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.


• 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.


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.


• 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.


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


Part II. Lived Experiences of Homegrown Teacher

As former Students and current teachers 1. Personal experiences 2. Challenges Encountered 3. Coping Mechanism


IIA.

Lived experiences as former students


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


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


A.3. Coping Mechanism

Cluster Themes Emergent Themes1. Perseverance

Positive outlook in life

2. Building friendships


IIB.

Lived Experiences

As Current Teachers


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


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


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


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.


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.


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.


Conclusions

• The researcher concluded that homegrown teachers have the deep desire to serve in their home places where their Alma Mater was located.


• 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.


• 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.


• 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


• 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.)


Thank you

Have a great Life ….

TEACHERS


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