THE COPING STRATEGIES OF TEACHERS IN NEW NORMAL EDUCATION

A Thesis (Proposal)

Submitted to

The Faculty of the Graduate School

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education’

Major in Educational Management

By

WILLIAM VINCENT N. SORIA

December 2020
 Chapter 1

The Problem

Introduction

The COVID-19 pandemic is a health predicament that the world is facing nowadays.

Many countries have taken some appropriate action to address different problems in their

society (Sievertsen, 2020). The problem crystallizes the dilemma policymakers face between

the school year will be continued, or there will be an academic freeze in this academic year.

Many families worldwide felt the severe short-term disruption: homeschooling is a massive

shock to parents' productivity and children's social well-being and learning (Burgess, 2020).

Teaching has taken a lot of steps on changing its way of delivering knowledge to the

students. Student assessments are also on the process of change. The authority has canceled

many assessments. Importantly, these interruptions will not just be a short-term issue, but can

also have long-term consequences for the affected cohorts and are likely to increase

inequality.

In the Philippines, COVID-19 affected 324,762 people as of October 5, 2020

(Worldometer, 2020), and it is still increasing its number (DOH, 2020). To respond to this

predicament, the Department of Education (DepEd) has implemented its Learning Continuity

Plan (LCP), which the Department has set the opening this coming October 5, 2020, instead

of August 24, 2020 (DepEd, 2020). Within the new normal, the situation presents a unique

challenge to every educational leader's decision-making process. The institution can sustain

the delivery of quality of instruction in every school. The Department has implemented its

alternative delivery of the lessons. The DepEd offers self-Learning modules (SLMs) with the

alternative learning delivery modalities for various learners across the Philippines. Along

with the SLMs that had given to the student, the integration of the different delivery
modalities like modular, television-based, radio-based instruction, blended and online which

will help boost or improve the quality of learning and eventually aid to the accomplishment

of the Learning Continuity Plan of the Department (DepEd, 2020). According to Karalis

(2020), it is worth studying after returning to normality, are the inference that has emerged

for the day after, that is, what is needed to adapt to the adjustments, the extent of the

situation, and to define the basic aspects of education and to learn informal education systems

and organizations amid educational disruptions.

In the study of Schaufeli (2015), dealing with stress in the workplace is the key

concept in adapting to the worker's roles. In the workplace, many problems or demands arise

and later on become 'stressors' when a person cannot handle the stress that he/she is

experiencing. The factors were identified as job stressors like work overload, role problems,

poor job management, lack of support from supervisors and coworkers, and conflicts

interpersonally. These stressors may lead to negative impacts on workers' psychological

factors (e.g., depression, irritability, and burnout), physical like headaches, heart palpations,

and hyperventilation, behavioral (e.g., absenteeism, turnover, and violence) symptoms, or

strains. A psychological process that has been effective in this kind of situation has been

recommended to deal with the job stressors and restrain the possible negative effect om the

person in which this process is identified as 'coping.' More specially, coping with job stress

refers to the mental and behavioral strategies that employees use to handle the stressors they

encounter at work.

The Philippines has been ranked in the Top 5 of a global optimism index. It was

revealed by the National Center for Mental Health (NCMH) that there is a significant

increase in monthly hotline calls regarding depression, with numbers rising from 80 calls pre-

lockdown to nearly 400 (Maramag, 2020). It shows the effect of the pandemic on the Filipino
people that experience stress should not be taken lightly. People have been experiencing

depression throughout this time.

In the Division of Tangub City, Tangub City, Misamis Occidental, teachers have been

facing a lot of challenges following the implementation of the Learning Continuity Plan and

the so-called 'New Normal Education' of the DepEd in which certain changes were imposed

such as mode of teaching, school calendar, delivery of learning materials, work arrangement,

and health protocols. These changes are needed to adapt to the current situation in this

pandemic. With the situation at hand, the researcher wanted to find out how the teachers

coped with these changes or learn coping strategies for them to go with the system. The

researcher was challenged to conduct this study on how they cope with the new normal

education. In the future, this study will be relevant since it will help not just the teachers or

even the people in the community on how they will stay well psychologically and physically

amid a pandemic.

Perspective of the Researcher

The researcher is a graduate of Bachelor in Elementary Education in 2015 and a

Bachelor in Secondary Education Major in Social Studies in 2016 at Gov. Alfonso D. Tan

College. After graduation, the researcher had taught in a private school for two years. The

researcher eventually transferred to the public school in 2018. The researcher was assigned to

Lorenzo Tan National High School of Division of Tangub City, Misamis Occidental.

The researcher also wanted to promote mental health awareness in this kind of

situation because of the happenings nowadays. Hearing from the different news about people

taking their life because of the lack of knowledge in handling stressors, it gave the researcher

the courage to find effective strategies to cope with changes in the community. Emotional

and mental health is relevant because it's a crucial part of life and impacts an individual's
thoughts, behaviors, and emotions. Having a healthy emotional can encourage effectiveness

and productivity in activities in the workplace. It plays a significant part in your relationships'

health and allows you to adapt to changes in the life of a person and cope with adversity.

Upon the study, the researcher will apply the concept of interpretivism in understanding the

data that the researcher will give. Interpretivism concentrates on the meanings that people

bring to situations and behavior and the ways that they use this to interpret the world

(Stainton, 2019). an interpretative researcher believes that reality and the individual who

observes it are inseparable. This is because a person’s views of the world are inextricably

linked to their life experiences. Also, the researcher will implement the constructivism in

which it is a philosophical paradigm serves as an approach that asserts that people construct

their own understanding and knowledge of the world through experiencing things and

reflecting on those experiences. In conclusion, the researcher can glean meaning of events

through interactions with others in social and cultural contexts.

Theoretical Framework

This study anchors on the theory of cognitive appraisal by Lazarus and his colleagues

(Folkman & Lazarus, 1980). The theory highlighted that stress is recognized as the

disproportion between the stipulation placed on the individual and the individual’s means to

cope (Lazarus & Folkman, 1984). Lazarus stated that individuals differ in what kind of stress

they experience. It significantly affects the process of interpreting the event and the outcome

of specific steps of thinking patters, called appraisals (Lazarus, 1991). The study finds a

foundation on the theory of Abraham Maslow, the Hierarchy of Needs. It explained that

humans are motivated to fulfill their needs in a hierarchical order. Thus, it mentioned the

stage on the person's safety needs related to an individual's need to perceive safe and secure

in their life and surroundings (Maslow & Lewis, 1987). Maslow also stated that it would

explain how humans intrinsically partake in behavioral motivation. It means that teachers
 should achieve safety needs to feel happy and become motivated by what they are doing in

the workplace. Also, it suggested that teachers develop their way of coping with the different

challenges they are in to be productive and efficient in their work.

Primary Appraisal
Harm/loss/threat
Self-esteem
Goals

Stressors Problem-focused coping

(Mode of Teaching, Stressors Information-seeking
School Calendar,
(Mode of Teaching, School Support-seeking
Delivery of Learning
Calendar, Delivery of
Materials, Work
Learning Materials, Work Accepting confrontation
Arrangement and
Arrangement and Health
Health Protocols)
Protocols)
Emotion-focused coping
Self-blame, wishful thinking,
avoidance, minimization, self-
control(inhibition/expression)

Secondary Appraisal
Coping potential and
resources
Future expectancy and
control
 Figure 1. The Theoretical Framework of the Study

Statement of the Problem

The goal of the study is to explore answers to the central question “how do teachers

cope with the adaptation of the New Normal Education?” This study aims to determine the

Coping Strategies of Teachers in the New Normal Education among the teachers in the

Division of Tangub City, Tangub City, Misamis Occidental in this school year 2020-2021.

Specifically, the study seeks to answer the following questions:

1. What are the different responsibilities of the teachers in the implementation of the

Learning Continuity Plan in the New Normal Education?

2. What are their adjustments in the new normal education?

a) Mode of Teaching

b) School Calendar

c) Delivery of Learning Materials

d) Work Arrangement

e) Health Protocols

3. What is their mindset in adapting to the new normal education?

4. What are the effects of this new normal education on them?

5. What are the different challenges of the teachers in the implementation of the

Learning Continuity Plan in the New Normal Education?

6. How do teachers cope with these challenges in the new normal education?

Scope and Limitations of the Study

 The study's scope and limitations involved the following parameters, which are

projected to define the concerns of the study and find its proper place in the wide area of

educational research.

Subject Matter. The study shall focus on the Coping Strategies of the Teachers in

New Normal Education and their perspective on DepEd's new set of education.

Research Environment and Timeline. The study will be conducted at the Division of

Tangub City, Tangub City, Misamis Occidental, during the school year 2020-2021.

Research Participants. The research respondents are teachers under the Division of

Tangub City at Tangub City, Misamis Occidental, which comprises 10 teachers.

Research Design. The researcher will employ a qualitative descriptive design,

specifically the case study design, to answer the problems set by the researcher on the Coping

Strategies of the Teachers in the New Normal Education.

Research Methods. The researcher will interview the respondents in which the

researcher prepared a set of questions that will help gather the data needed to answer the

problem of the study.

Significance of the Study

Since the society has been hitting the rock-bottom because of the COVID-19

pandemic, the researcher foresees that the study's result is relevant to several groups in the

academe.

Specifically, this study benefits the following:

Students. This research will give them information on how they are going to adapt to

the current situation of the pandemic. It will also boost their mental health to avoid stress on

the current changes in the educational system.

 Teachers. As the subject of the study, they will benefit from this study to the point

that they also learn from other respondents on what kind of coping strategies they apply in

order to fit in the trend of education.

Administrator. This study will serve as their basis of what kind of programs that are

needed by the teachers during this kind of predicament that we are facing—implementing

programs that will allow them to strengthen their mental health or awareness of the situation.

Other Researchers. The result of the study will serve as a stepping stone to advance

into new studies regarding the New Normal Education.

Definition of Terms

The following terms are used in this study and are to be understood according to the

theoretical definitions given in this section.

Cognitive Appraisal Theory. It is an assessment of an emotional situation wherein a

person evaluates how the event will influence them, interprets the various aspects of the

event, and arrives at a response based on that interpretation.

Coping. This means investing one's conscious effort to resolve personal and

interpersonal problems to try to minimize or tolerate stress and problems.

Emotion-focused coping. A type of stress management that deals to reduce negative

emotional responses that occur due to exposure to stressors.

Hierarchy of Needs. A theory that is a motivational theory in psychology comprising

a five-tier model of human needs, and often depicted as hierarchical levels within a pyramid.

New Normal Education. A term used to describe the different changes in our society,

especially in our educational system. It is a certain situation in which a new setting in our

community had been implemented by the educational sector to adapt to a particular situation.
 Problem-focused coping. It is a kind of coping aimed at resolving the stressful

situation or event or altering the stress source.

Primary appraisal. A concept that is the cognitive process that occurs when one is

appraising whether an event is stressful and relevant to them.

Secondary appraisal. It refers to the evaluation of an individual's ability or resources

to cope with a specific situation.

Strategy. A course of action designed to achieve a long-term or overall aim

Stressors. These are events or conditions in your surroundings that may trigger stress.

Structure of the Thesis

The study embodies five chapters: Chapter 1 The Problem, Chapter 2 Review of

Related Literature, Chapter 3 Research Methodology, Chapter 4 Presentation, Analysis and

Interpretation of Data, Chapter 5 Summary of Findings, Conclusions, and Recommendations.

Chapter 1 includes the problems, introduction, perspective of the researcher,

theoretical framework of the study, statement of the problem, scope and limitations of the

study, significance of the course, and definition of terms.

Chapter 2 discusses a review of related literature and studies considered by the

researcher significant to the present investigation. This chapter's focus is to review the

literature that serves as the background of information on the variables treated in this study.

Chapter 3 covers the research design, research environment, research participants,

research instruments and sampling technique, data gathering technique, and research ethics.

Chapter 4 includes the presentation, analysis, and interpretation of the data gathered

of Coping Strategies of Teachers in New Normal Education.

 Chapter 5 contains the summary of findings, the conclusion reached by the researcher

based on the strength of findings on the study, and the recommendations forwarded to

improve the Coping Strategies of Teachers in New Normal Education.

 Chapter 2

Review of Related Literature

This chapter reviews the literature related to coping mechanisms of teachers in

adapting the demands of the new normal education.

Stressors

Teachers face lots of stressors in his/her everyday life. According to the study of Aziz

and Quraishi (2018), the teacher faces a lot of stress in the workplace. The profession of

teaching can be identified as a noble and nice profession but can be stressful (Clipa &

Boghean, 2015, Clipa, 2016; Griffith, Ignat & Clipa, 2012; Kitchen et al., 2017; Neves

de Jesus et al., 2014). According to Clipa (2016), teaching is more stressful than other

jobs. It makes teaching the job with the highest occupational stress.

The stress can be identified to be as negative factors and the absence of positive

aspects at the workplace. The negative characteristics are recognized as an overload to prove

oneself, the need for innovation the administrators that may lead to negative consequences

and may lead to guilt, administrative hassles, emotional overextension, problems on

overextension of commitment and deadlines, environmental pressure, conflicts on the

demands from another individual, physical danger, and harassment by colleagues are

experienced. The positive factors were determined as somewhat not present, which led to

cause stress to the teachers. To cope with stress and positive interpretation, the teachers often

used these mechanisms to manage actively, restrain coping, seek social support from

colleagues for personal purposes like acceptance, mental disengagement, alcohol-drug

withdrawal, focusing on and venting of emotions, seeking social aid for instrumental reasons,

behavioral disengagement and denial. Young teachers used two coping strategies to cope
with stress like positive reinterpretation and growth and spiritual guidance, while the middle

age group frequently addressed stress by using mental disengagement (Craşovan

&Ungureanu, 2010).

Impacts of Stress on Teachers

International researches (Aldrup et al., 2017; Cozolino, 2017; El Helou, Nabhani

& Bahous, 2016; Neves de Jesus et al., 2014), as well as the Romanian ones (Clipa &

Boghean, 2015; Clipa, 2016; Crașovan & Ungureanu, 2010; Hurduzeu, 2009; Masari,

Muntele & Curelariu, 2013; Miclea, 2010; Zlate, 2010;) pointed that teachers emotion can

affect their performances and the children, and pupils' well-being (Aldrup et al., 2017; Ignat

& Clipa, 2012; Warren & Dowden, 2012; Sandilos et al., 2018). The teachers who suffer

from burnout live with a high level of stress and lack of sense in the classroom. As a result,

the teacher developed a negative behavior and became ineffective (Cozolino, 2017).

The teachers develop a negative attitude and become ineffective (Cozolino, 2017).

Somewhat can be defined as burnout (El Helou, Nabhani & Bahous, 2016; Sandilos et al.,

2018), leading to educational failure.

Problems in New Normal Education

In the study of Klapproth et al. (2020), he concluded that teachers' stress level was

medium to high. Teachers who spent more time distance teaching and experiencing more

stress due to technical problems Leopoldina (2020). He added that parents with children in

elementary and primary school had needed the most support and the caring services of school

and the students with special educational needs. With the changes in the DepEd setting, the

school has its three relevant duty. Still, due to the lockdown or effects of COVID-19, it has

been overturned by the officials: a) the structured learning environment of learners b) the

supportive learning social exchange with peers and teachers that promotes societal
participation, especially essential for learners with socio-emotion and problems in language,

and c) the feedbacking process on the learner's development.

There are so many difficulties that occurred in the New Normal Education. Many

teachers considered the lack of adequate computer equipment, alongside low internet

connectivity, as factors for unsuccessful teaching. It caused society to uproar to the different

changes in education (Harwardt, 2020). Thus, the teacher already experienced this kind of

problem in internet connection, but it has been evident how slow the relationship we had

during the lockdown. Furthermore, the teacher felt the lack of intrinsic motivation of the

students doing distance learning. When teachers experienced that their students were

overextended by distance teaching and learning, they may have feared a tendency for them to

employ a surface learning method (Kember & Leung, 2006). Also, students with low

motivation would intercept them from reaching their goals for learning. Factors occurred in

students' low motivation because of the low-to-medium computer and internet skills

(Eickelmann, Bos, Gerick & Labusch, 2019), and teachers' lack of ability to facilitate

online learning and to breakthrough technological restrictions (Fryer & Bovee, 2016).

Coping Strategies

The result that teachers applied coping strategies (e.g., planning or seeking social aid)

than dysfunctional coping like giving up to attempt goals or drinking alcohol emphasize that

most of them felt able to actively and intentionally manage distance teaching. However,

although many teachers preferred functional over dysfunctional strategies, most of them also

used dysfunctional strategies, like watching more TV or abandoning personal goals

Klapproth, et al. (2020).

 The researcher believes that the significant barriers limiting the teacher's ability to

teach in this New Normal Education are integrating technology into classrooms, lack of

resources, time, and support (e.g., Pittman & Gaines, 2015).

Major barriers limiting teachers' ability to use and integrate technology into

classrooms lack resources, time, and support (e.g., Pittman & Gaines, 2015). Sufficient

studies have shown that teachers are prone to stress when they feel a lack of help and time

when teaching learners (e.g., Kyriacou, 2010). Also, teachers will likely feel stress because of

the mindset that if they are going to use technology in teaching, they are not confident in

using it (e.g., Al-Fudail & Mellar, 2008). During the lockdown, stressors outside the

workplace can also play a key role, such as socio-demographic factors or coping

mechanisms.

Teachers were more likely to use functional than dysfunctional coping strategies

when they credited the causes of their restriction to external factors, like parents with low

motivation or the school's low organizational level. However, when they internalized the

constraints, e.g., when they complained about their organization level or the low level of

digital capability, they preferred dysfunctional over functional coping strategies.

Female teachers were more prone to experiencing stress than male teachers, but

female teachers also used more frequently functional coping strategies than their male

workmates. Women often feel pressure mainly because of gender differences since it is

perceived by the researcher that women can be flexible in terms of their workload and

domestic tasks. Simultaneously, even with the sharper conflict between work and family roles

are being considered with (Greenglass & Burke, 2003). The researcher also viewed that

teachers have the most significant stress because of their responsibility for their performance.
They exerted lots of effort in crafting lesson plans and distance teaching. Thus they used

more functional than dysfunctional coping strategies (cf. Klassen & Chiu, 2010).

In the research of Rosario et al.(2003), they categorized two kinds of coping strategy

namely ‘approach’ and avoidant’ strategies. Approach strategies tackles the problem by

handling the stressor (e.g., seeking advice and social support)’ whereas, avoidant strategies

try to reduce the unpleasant emotions by avoiding the stressor (e.g., withdrawal, wishful

thinking). According to Smith(2016) of the several coping strategies utilized to process and

manage stress, three have been highly investigated, including task-oriented coping, emotion-

oriented coping, and avoidance-oriented coping.

Upon reading the different studies, the studies are much focused on the teaching

process between teacher-students relationship. This study would be further from the pass

researcher since it will tackle the various policy changes or what it used to be in our

educational system. In terms of mode of teaching, school calendar, delivery of learning

materials, work arrangement, and health protocols, these things were not mentioned by other

researchers in the other studies. Thus, the researcher can conclude that the study will be

different from the other studies.

 Chapter 3

Research Method

This chapter presents the research methodology of the study. It includes discussion on

the research design, research, environment, research participants, sampling technique,

research instrument, data gather procedure, data analysis, and ethical considerations in doing

research.

Research Design

The study will utilize the qualitative descriptive case study design, which implies

collecting and analyzing the study's quantitative data. Qualitative research is an amorphous,

multi-dimensional field which forbids any case single definition or set of illustrations

(Morrison, 2012). Then, Flick (2014, p. 542) asserted that qualitative research is interested

in analyzing individual meaning or the social output of issues, events, or practices by

collecting non-standardized data and analyzing texts and images rather than numbers and

statistics. There is some advantage of using qualitative research approaches and methods.

Firstly, the qualitative research approach produces the thick (detailed) description of

participants' feelings, opinions, and experiences; and interprets the meanings of their

actions (Rahman, 2016). He added that the qualitative research approach holistically

understands the human experience in specific settings. Another advantage is that qualitative

research admits the researchers to discover the participants' inner experiences and figure out

how meanings are shaped(Corbin & Strauss, 2011). Also, qualitative research methods such

as participant-observation, unstructured interviews, direct observation, and describing records

are most commonly used to collect data (Cohen, Manion, & Morrison, 2011). And lastly,

qualitative research design (interactive approach) has a flexible structure as the design that
construct and reconstructed to a greater extent (Maxwell, 2012). With all the advantages

stated above, it also has a downside. First, Silverman (2010) argues that qualitative research

approaches sometimes leave out contextual sensitivities and focus more on meanings and

experiences. Second, policymakers may give low credibility to results from a qualitative

approach. Sallee and Flood (2012) found that stakeholders frequently use quantitative

research when research is called design. Third, in terms of the research method, a smaller

sample size raises the issue of generalizability to the whole population of the study (Harry &

Lipsky, 2014). Finally, the cases' analyses take a considerable amount of time, and one can

generalize the results to the larger population in only a minimal way (Flick, 2011).

The researcher also will anchor to the views of Stake(1995) on the case study. He

mentioned that researchers should view a case as a bounded system and inquire into it

“as an object rather then a process”. Stake added four defining characteristics of

qualitative research which are valid for qualitative case studies as well: they are holistic,

empirical, interpretive, and emphatic. Holistic means that the researcher should consider the

interrelationship between the phenomenon and its contexts. Interpretive means that researcher

rest upon their intuition and see research basically as a researcher-subject interaction,

which is compatible with the constructivist epistemology. Lastly, empathic means that

researchers reflect the vicarious experiences of the subjects in an emic perspective.

Research Environment

The researcher will conduct the study on the different schools under the Division of

Tangub City located at Tangub City, Misamis Occidental, Mindanao, Philippines. Tangub

City is considered a place as the Christmas Symbols Capital of the Philippines.

The study fits to the Division of Tangub City because it employed different kind

learning modalities like radio-based, tv-based and modular approach. Thus, it challenged the
teachers in the Division of Tangub City to adapt in this change in the system. In accordance

to the variety of new implementation of health protocols, mode of delivery, work

arrangement and new school calendar, teachers are challenged with this that is why the

researcher chooses the said locale.

The Division of Tangub City has 68 schools, 55 from elementary and 13 from

secondary schools. SDS Agustines Cepe heads the division of Tangub City along with his

ASDS Lorena P. Serrano. Both leaders are innovative and passionate. He is bringing out the

best of the teachers at this time of the pandemic. SDS Agustines Cepe has been the pioneer of

the Region X in incorporating Radio-based and TV-based instruction during these changes in

teaching.

Research Participants

The study participants are the teachers who are affected with the current changes in

the education system or the New Normal Education in Division of Tangub City during the

school year 2020-2021. The researcher will choose participants according to his judgement

that the research participants can be able to give the desired information and handful data to

the research. The researcher will choose teachers from the Division of Tangub City. Table 1

presents the profile of the respondents in this research, as shown in the table. The teachers in

the different clusters of Tangub City Division were considered relevant as participants of the

study.

Table 1. Research Participants

No. Cluster Teachers

Sampling Technique

The researcher will employ the purposive sampling is a non-probability sampling

method and it occurs when elements selected for the sample are chosen by the judgment of

the researcher. Researchers often believe that they can obtain a representative sample by

using a sound judgment, which will result in saving time and money (Black, 2010). The

researcher will choose teachers who have been affected by the new implementation of

Learning Continuity Plan and new system of DepEd.

Research Instruments

In the study, the researcher is identified as the primary research instrument. The

researcher will develop an interview schedule that will be used in conducting the

videoconference interview. The interview schedule comprises questions that the respondents

will be required to engage and explore to discover the teachers' coping strategies as they try

to handle, overcome, or deal with the challenges and demands in the New Normal Education.

During the interview, the researcher will also observe the respondent since

observations enable the researcher to describe existing situations using the five senses,

providing a written photograph of the situation under study. After the gathering the data

needed in the research, the process of document analysis will be used by the researcher.

Document analysis requires that data be examined and interpreted in order to elicit meaning,

gain understanding, and develop empirical knowledge (Stake,1995).

Data Gathering Procedure

In gathering the data, the researcher will ask permission to conduct the study through

the Dean with his approval. After having approved authorization to conduct the research, the

said paper will be given to the Schools Division Superintendent of the Division of Tangub

City to seek permission to perform in the locale. After it, the researcher will identify the
respondents through cluster sampling in the different cluster schools in the Division of

Tangub City. The researcher will prepare an interview schedule for the identified respondents

that will be interviewed through videoconference.

The researcher will employ the data source triangulation method that promotes the

collection of information based on an interview, observation of interactions, and document

analysis (Carter et al., 2014). Each meeting will last for 40-50 minutes. The researcher will

record the interview and let the respondent check if the data recorded is accurate. The

researcher will take note of the different relevant points that the respondent will answer.

Before the interview commences, the researcher explained to the participants the

purpose of the study, research procedures, and protection of confidentiality. The researcher

provided them information about himself to establish a connection and gain their trust. Open-

ended questions were used throughout the interviews to encourage respondents to respond

freely and openly to queries. Probing and follow-up questions allowed participants to

elaborate on or clarify a response.

Data Analysis

The researcher will employ the categorical aggregation method of analyzing and

interpreting the data that has been collected during the data gathering procedure. Categorical

aggregation is the process of clustering complex data into categories or classes to ease the

search for meaning (Stake, 1995). This involves examining a collection of themes from the

data, hoping that essential meaning about knowledge to be learned about the case will come

out. The idea of categorical aggregation is that the researcher will have to analyze the data

collected. Then, group the different data in order to make a ‘theme’ in order to come up with

a general idea.
Ethical Considerations in Research

To maintain the research integrity, the researcher observed ethical considerations in

this exploration. The guidelines served to protect individuals' interests by looking at ethical

concerns such as protection of confidentiality, nature of participation, and informed consent

as a process.

Protection of Confidentiality. The confidentiality of the information collected by

research subjects and the anonymity of respondents must be respected. The researcher

ensured participants that the data they provided could not be traced back to them in all means

and dissemination forms.

Nature of Participation. A person should at no point feel any coercion to participate

in a study. This includes any type of persuasion or deception in attempting to gain an

individual's trust. The researcher oriented the participants about their right to withdraw any

time from the research should they want to.

Informed Consent. The researcher employed no deceptive practices in administering

informed consent from the potential research participants. The researcher read the written

letter to the participants. This form presented the researcher's identity, defined the purpose of

the research, and described the ethical guidelines used in the study. The participant affixed

his/her signature on the form, indicating consent to participate in the study.

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