INTO THE UNKNOWN: LIVED EXPERIENCES OF

THE SELECTED PUBLIC-SCHOOL TEACHERS IN

CONDUCTING ACTION RESEARCH
IN THE NEW NORMAL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 14
Pages: 456-465
Document ID: 2023PEMJ1267
DOI: 10.5281/zenodo.8437259
Manuscript Accepted: 2023-12-10
Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article

Into the Unknown: Lived Experiences of the Selected Public-School Teachers in

Conducting Action Research in the New Normal
Ryan C. Tura*
For affiliations and correspondence, see the last page.
Abstract
The study was conducted in pursuit of investigating the lived experiences of select public-school
teachers in conducting action research during the ‘new normal’. The study used qualitative research
design and employed phenomenology as a research design. It involves ten (10) teacher respondents
who were chosen through the purposive sampling method. The study used unstructured
questionnaires, administered through in-depth interviews. The data gathered had undergone textual
and thematic analysis as well as narrative to analyze and interpret the data. Several themes emerged
like technical, systemic, and personal. Results reveal that technical themes are the most difficult part
because there are processes for gathering and analyzing data that require scrutiny and consultation.
The systemic, however, is easy due to the respondents only needing to attend seminars. Some
instructions on conducting Action Research (AR) are not clear because of the fluctuating internet
connection. Moreover, personal themes become easier because of the calendar method used that
helps maintain a smooth flow of the research plan. The study recommends that research coordinators
including the School Head may conduct more training and seminars on AR. This is so that teachers
needing proper guidance in conducting AR will thus be provided.

Keywords: lived experiences, action research, new normal, public-school teachers

Introduction and students’ competencies because it focuses on the

Every teacher as a significant part of the educational
system is encouraged to take part in conducting action
research in which results can be used as a tool to
improve and develop the school curriculum. Supported
by Byrne (2018) that conducting research enables
them to try out new ideas, to share results with others,
and to contribute to the growing evidence-base around
teaching and learning. In fact, this becomes part of the
Means of Verification (MOV) in the Individual
Performance Commitment Review Form (IPCRF)
rating where their lessons should be research-based,
which can be found in Objective No. 2 based on the
PPST priority indicator where teachers shall use
research-based knowledge and principles of teaching
and learning to enhance professional practice. (RPMS-
PPST Performance Objectives, Indicators, and Means
of Verifications for SY 2021-2022).
To solve the challenges that we face in the classroom
setting on a day-to-day basis; one has to conduct
Action Research (AR). It speaks of your interventions
and innovations that you have utilized to address the
learning gaps of the learners especially during the time
of COVID-19 pandemic. Cited by the Department of
Education (DepEd) Order No. 16, s. 2017 which
defines action research as a process of systematic,
reflective inquiry to improve educational practices or
resolve problems in any operating unit (i.e., school,
classroom, office.) In fact, Ventura (2018), pointed out
that Action Research (AR) enhances both teachers’
search for solutions to problems and at the same time
developing scientific studies related to them,
coordinating theory and practice.
In response to this challenge, most public-school
teachers in the Philippines were reluctant in
conducting research due to reasons like being
bombarded with ancillary works which hinder their
drive to teach. Supported in the finding of Ruedas
(2020), that the "very high" influential factors that
hinder teachers from doing action research were work
overload, which leaves little time or no time for
c o n d u c t i n g r e s e a r c h , lack of p r a c t i c a l
training/experience on how to do action research, and
lack of research centers and research specialist in
school or division. Because of this, ancillary works
hugely impact the motivation of teachers to go beyond
the roles and functions that are expected from them
such as doing action research. As observed, teachers
are very busy in teaching and in doing ancillary works
which hinder them from doing other stuff like action
research.
Similarly, when the Covid 19 pandemic occurred,
teachers were bombarded with a lot of paperwork,
particularly the preparation of self-learning modules
for students. Supported by the study of Tindowen,
Guzman and Macanang (2019) that major themes
emerged in the study as the major issues and
challenges of teachers in the conduct of action research
are additional workload and burden on the part of the
teacher, writing anxiety, lack of time, and inadequate

Ryan C. Tura 456/465

Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article
knowledge in the conduct of action research.
Additionally, the health standard protocols during the
pandemic, which restricted physical contact due to the
possibility of being infected by the virus, gave teachers
more reasons to stop from doing research.
Connectedly, Superfine (2020) pointed out that
researchers and teachers are experiencing particular
and persistent difficulties stemming from the epidemic
in universities, colleges, and elementary and secondary
schools. These obstacles show up in the ways we, as
academics and teachers, supervise students in clinical
settings, undertake education research in classrooms,
and, for some of us, deliver lectures online.
However, there are still those who bravely faced the
challenge and hoped that by conducting research, they
can contribute to improving the implementation of
distance learning modality amid uncertainty.
Conducting a research study can help them grow
professionally. On the same line, Noor, Ahmed and
Zainudin (2020) supported in their findings that action
research acts as a systematic approach to initiate
professional development among educators.
Furthermore, action research as a model of CPD
should be nurtured among educators to solve
educational issues, notably distance teaching and
learning.
Relevant to this, the Department of Education (DepEd)
issued new guidelines in conducting research in the
‘new normal’. DepEd Order 026, s. 2021 Amendment
to DepEd Order 016, s. 2017 or the Research
Management Guidelines states that research-related
activities and initiatives such as call for proposals,
committee evaluation, progress monitoring,
dissemination and utilization, and other support
activities may be conducted virtually/remotely. Thus,
conducting research in the new normal can still be
possible through the use of technology.
The goal of this study is to investigate the lived
experiences of the public-school teachers in
conducting action research in the ‘new normal’. This
research is phenomenological by nature which
investigates how participants responded to the
challenge and what difficulties they have been through
as well as their coping mechanisms.
This study would be beneficial to educators because it
serves as a baseline to some aspiring researchers who
are still experiencing the trauma and anxiety brought
by the COVID-19 pandemic. This would also serve as
an eye-opener to the DepEd officials to plan for
recovery training for all public-school teachers.
Moreover, this will rekindle their drive to go back to
Ryan C. Tura
research and help run our education system smoothly.
This is of significance especially now that we are in
the process of embracing the normal delivery of
quality education for all. Knowing the challenges met
by the researchers during the time of pandemic is of
significance so we can create recovery plans and
programs so that their love and passion for research
will be enhanced and rekindled.
Research Questions
This study's primary purpose is to determine the lived
experiences of the public-school teachers in
conducting action research. This seeks to answer the
following questions:
1. What are the lived experiences of public-school
teachers in conducting action research in terms of
1.1. Technical Aspects;
1.2 Systemic Aspects; and
1.3 Personal Aspects?
2. What are the challenges they have encountered in
conducting action research in terms of
2.1 Technical Aspects;
2.2 Systemic Aspects; and
2.3 Personal Aspects?
3. How do these lived experiences of public-school
teachers in conducting action research relevant in the
present times?
Literature Review
Challenges in Conducting Action Research in the
New Normal
Abarintos et.al., (2021) that internet connectivity
created a big challenge among students for their online
learning. This also applied to the institution, the school
administration, the faculty, and the staff. During the
time of pandemic, teachers have ample time in
preparing action research since they can multitask both
in work and in doing other stuff. As supported by
Maison D, Jaworska D, Adamczyk D, Affeltowicz D
(2021) that the respondents greatest challenges and the
source of the greatest suffering were: limitation of
direct contact with people; restrictions on movement
and travel; necessary changes in active lifestyle;
boredom and monotony; and uncertainty about the
future. However, the advent of technology can be an
option, but it needs internet connection. Most of the
researchers experienced that the internet connectivity
is fluctuating. Macanang, et al. (2019), supported
these results that teachers have difficulties in
conducting action research, especially literature
457/465
Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article
search, presentation and publication of results, and
data collection. Parallel to this, researchers really
experienced a hard time especially in administering the
questionnaires because of the health protocol brought
by the pandemic. Moreover, Anda (2021) pointed out
that there is a need for the upskilling of their capability
to conduct research and having a resource person to
provide professional assistance to conduct action
research.
Supported by the findings of Natividad and Quilapio
(2021) in their study that teachers find difficulty in
conducting research due to its technical aspects. This
was one of the factors hindering the participation of
teachers in conducting action research. Ulla, (2018)
cited the following key points in conducting action
research: (1) there should be support from school
administrators as teachers do their research, not only
financially but morally as well; (2) the school should
provide for teachers be sent to research training and
workshops to motivate teachers to do research and
provide them with the necessary skills and knowledge.
Gonzales, I., Corpuz, D. and Dellosa, R. (2020) that
respondents who attained higher educational
attainment and attended national training have
improved research skills and are more knowledgeable
in the research process and dissemination. On the same
line, Gonong (2018) pointed out that action research is
one of the powerful tools for professional
development.
Chuey (2021) that online data collection methods are
expanding the ease and access of developmental
research for researchers and participants alike. Shukla,
(2023) that the Internet is a huge research resource that
offers access to various materials on almost any
subject. Scholarly articles, books, and other
information sources are more accessible than ever
because of the growth of internet databases and digital
libraries. Additionally, the Internet is vital for
researcher collaboration and communication because it
allows them to exchange thoughts, information, and
findings instantly.
In contrast to the study of Macannang et.al., (2019)
that key difficulties and challenges emerged while
conducting action research during pandemic as major
themes such as teachers' participation in action
research, which are greater strain and burden on the
teacher's part, anxiety about writing, a lack of time,
and insufficient understanding in carrying out action
research. Skidmor, (2022) that research seminars are
important because they allow the opportunity for a
person to get feedback regarding his or her intended
plan of study. Wilson, (2023) stated that the benefits of
Ryan C. Tura
research collaboration are the ability to share research
expertise, increase productivity and efficiency, and
enhance the quality of research. In doing so, the
success of conducting action research will be realized.
The Department of education issued a new research
management guideline which is the DepEd Order 026,
s. 2021 which allows researchers to use the virtual
platforms in gathering the data. In fact, according to
Enago Academy (2021) Effective time management
can make you more productive as a researcher and
minimize the factors that drain your time such as
procrastination and interruptions. Effectively
managing your time will help you experience
improved job satisfaction and reduced stress.
Methodology
Participants
The study consisted of ten (10) teacher respondents
who are currently holding a Teacher-III position and
had firsthand experience in conducting Action
Research during the new normal in public education.
They were selected through a purposive sampling
method following the individual criteria: a.) a public-
school permanent teacher who is holding at least
Teacher-1 position b.) must have experience in
conducting action research in the new normal.
Instruments of the Study
This study utilized a qualitative phenomenological
research design. The phenomenological design
describes the interpretations of the participants from
their experiences. The participants were asked to
respond to the questions through writing and had a
follow-up in-depth individual interview (IDI) upon
return of their narrative answers. The instruments used
in this study include an open-ended survey question
and nontechnical literature to execute data
polyangulation. The open-ended questionnaire
contains a single main question stated as “Please
narrate the experiences you encountered while
previously engaged or currently engaging in an action
research project in the new normal.” It has three guide
questions. These questions were aimed specifically at
drawing out specific personal experiences of the
teachers relative to conducting Action Research based
on three aspects: technical, systemic, and personal.
Procedure
In identifying the respondents of the study, the
researcher posted a criteria which serves as basis in
458/465
Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article

selecting the participants. After confirming, they were

called for a short orientation via video conferencing. Meaning units/themes
After the orientation, a letter of consent was sent to
their school head asking permission to participate in Lived Experiences of Public-School Teachers in
the research study. Then, they were scheduled for a conducting action research in terms of Technical
face-to-face interview using open ended questions to
Aspects
extract data from their responses. The participants
were asked to respond to the questions through writing Table 2. Meaning units or themes
and had a follow-up in-depth individual interview
(IDI) upon return of their narrative answers. After the
interview, their responses were divided into meaning
units or themes.

Ethical Considerations

Ethical considerations and safety health protocols were

followed. A preliminary preparation prior to the
conduct of the study was securing permission from the
school head through a letter of consent. After the
approval, the author also sent a letter of consent to the
teacher respondents. The content of the letter includes
the title of the research, name of the author, number of
respondents, duration of the study and the objectives
of the study. To ensure the full support and
cooperation, a virtual orientation was conducted with
them following the DepEd Order No. 026 s. 2021 or
the Research Management Guidelines in the New
Normal.

Results
Lived Experiences of Public-School Teachers in
conducting action research terms of Systemic
Significant Statements
Aspect
The initial phase in the transcendental phenomenology
analysis is the process of horizontalization in which Table 3. Meaning units or themes
statements are identified in the transcripts that provide
information about the experience of the participants.

Table 1. Significant statements

Ryan C. Tura 459/465

Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article

Discussion

Technical Aspect

The result shows that four themes emerged from the

process. These themes express the experience of
public-school teachers in conducting research as 1.)
Preparing both the proposal and final manuscript 2.)
Gathering the data 3.) Sampling and data validation.
They are further described and discussed as follows:

Preparing both the proposal and final manuscript. It

Lived Experiences of Public-School Teachers in
conducting action research terms of Personal
Aspects
has been a part of the procedure in conducting action
research to prepare a manuscript ready for proposal
and final defense. This can be done if teachers have
already identified an outline like research title and a
procedure to undertake in order to complete the study.

Table 4. Meaning units or themes
The teachers consider this research process as an “easy
part in conducting action research because they have
enough preparation, “as expressed by Teacher 5. Other
teachers concur that their experience in conducting
action research is “challenging because of the
challenges encountered like internet connectivity,” as
shared by Teacher 5. Supported by the study of
Abarintos et.al., (2021) that internet connectivity
created a big challenge among students for their online
learning. This also applied to the institution, the school
administration, the faculty, and the staff. During the
time of pandemic, teachers have ample time in
preparing action research since they can multitask both
in work and in doing other stuff.

Gathering the data. This stage of conducting a research

study requires physical contact with the respondents
most especially in conducting an interview. However,
due to the pandemic, researchers and respondents opt
to use the online platform in order to gather raw data.
As cited by Chuey (2021) that online data collection
methods are expanding the ease and access of
developmental research for researchers and
participants alike.

Teachers consider gathering the data as “a little bit

easier during the new normal because they have more
time to review all the data because of the modular and
online class schedule,” as expressed by Teacher 6. On
a significant note, the pandemic brings a significant
change when it comes to classroom routine because of
the skeletal workforce where everyone can work from
home and do both teaching and in making a research
study.

Sampling and data validation. To ensure that the

research product is valid and reliable, researchers

Ryan C. Tura 460/465

Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article
should undergo data and sampling validation. This can
be done through consulting an expert in the field of
research to validate the questionnaires. Meanwhile, to
ensure that the questionnaires are functional and free
from technical errors, it should undergo a sampling to
a group of learners who are excluded from the study.
Teachers considered sampling and validation as “the
hardest part” because
The lived experiences of the public-elementary school
teachers in conducting action research in terms of
technical aspect is considered the most difficult part.
According to the respondents, conducting action
research in the new normal requires scrutiny and
consultation. However, it is very important to consult
an expert as to the validity and reliability of the data.
In relation to this, it is notable that during the
pandemic, it is very challenging to approach somebody
to critique your manuscript because of the health
restrictions. As supported by Maison D, Jaworska D,
Adamczyk D, Affeltowicz D (2021) that the
respondents greatest challenges and the source of the
greatest suffering were: limitation of direct contact
with people; restrictions on movement and travel;
necessary changes in active lifestyle; boredom and
monotony; and uncertainty about the future. However,
the advent of technology can be an option, but it needs
internet connection. Most of the researchers
experienced that the internet connectivity is
fluctuating.
Supported by the findings of Natividad and Quilapio
(2021) in their study that teachers find difficulty in
conducting research due to its technical aspects. This
was one of the factors hindering the participation of
teachers in conducting action research.
Moreover, the IT Library Research and Innovation
mentioned some technical requirements in research
such as: new or upgraded software and hardware; a
website or new online functionality; and data gathering
or analysis. From the example given, it can be inferred
that technical aspects in conducting action research
which pertains to accessibility of materials like
gadgets and other technology used are very important
to make your research study become successful.
In line with the study by Macanang, et al. (2019),
supported these results that teachers have difficulties
in conducting action research, especially literature
search, presentation and publication of results, and
data collection. Parallel to this, researchers really
experienced a hard time especially in administering the
questionnaires because of the health protocol brought
by the pandemic. Moreover, Anda (2021) pointed out
Ryan C. Tura
that there is a need for the upskilling of their capability
to conduct research and having a resource person to
provide professional assistance to conduct action
research.
In a mile state, seminars play a crucial role especially
in upskilling the researchers to enhance their
capabilities and develop a positive mindset towards
research. It is noted that teachers, especially in times
of the pandemic, are very reluctant to exert an extra
mile to conduct a research study because of their
hectic schedules and paper stuff.
Systemic Aspect
The result shows that three (3) themes emerged from
the process. These themes express the experience of
public-school teachers in conducting action research as
1.) Attending seminars and training 2.) Pursuing
graduate study 3.) Technical assistance provided by
administrators and peers. They are further described
and discussed as follows:
Attending seminars and training. To equip yourself
with the skills in doing action research, one must
attend seminars and training. It is a way of acquiring
knowledge, putting theory into practice, and learning
through collaborating with peers to strengthen their
understanding about research. Through attending
training and seminars, it helps them get acquainted
with research designs, research methods and statistical
tools in analyzing and interpreting the data gathered.
Supported by Skidmor, (2022) that research seminars
are important because they allow the opportunity for a
person to get feedback regarding his or her intended
plan of study.
The teacher considered attending research seminars as
“challenging” because it was done online. Challenges
like poor signal and internet connection hinder their
drive to learn about action research as shared by
Teacher 7. However, Teacher 5 considered conducting
action research as an “easy way” through the help of
research seminars and training. It is notable that
during seminars and training teachers were tasked to
produce an output to complete the different activities
which helped to hone themselves on how to conduct
action research.
Pursuing graduate study. In light of professional
advancement and professional development, pursuing
a research study can be the ideal step towards
embracing change within yourself and to the
organization you belong to. Pursuing a degree in a
graduate school gives you an opportunity to expand
your knowledge in terms of education and educational
461/465
Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article
management. In line to the study of Agatep, J.L.E. &
Villalobos, R.N. (2020) that the student-teachers
believe in improving their research skills through
higher degree education; likewise, as they seek higher
position in the workplace.
Part of management is knowing how to conduct
research to address the problems encountered in the
workplace. The teachers considered pursuing a degree
in graduate studies as an “avenue to learn” and
embraced research as expressed by Teacher 4. As
observed, research has been part of the curriculum as a
major requirement in completing a degree in graduate
studies. So, it is anticipated that before a teacher
finishes a master or doctoral degree, they already have
some knowledge in conducting research. Furthermore,
Teacher 8 claimed that after he finished his master’s
degree, he was able to lead a research team and help
his co-teachers learn and embrace the culture of
research. It is notable that in school, the school
administrator will encourage teachers to conduct a
research study to enhance the delivery of instruction
and help improve the academic performance of the
learners.
Technical assistance provided by the administrator,
research coordinator, and peers. Coaching and
mentoring has been an integral part in the educative
process most importantly in conducting action
research. This can be done during school-based
training and seminars like the SLAC session and In
Service Training (INSET). The goal of providing
technical assistance is to help, guide and assist the
teachers who lack of skills on how to conduct a
research study.
The teachers considered this as “scaffolding” provided
by their co-teachers which help them finish their
research study despite their limited knowledge as
expressed by Teacher 3. As observed in school where
teachers are doing action research as a team headed by
the research coordinator. There is really a need to
collaborate with each other because there are members
who are neophyte in the field that needs assistance
from an expert peer. On the same line, Wilson, (2023)
stated that the benefits of research collaboration are the
ability to share research expertise, increase
productivity and efficiency, and enhance the quality of
research. In doing so, the success of conducting action
research will be realized.
Furthermore, Teacher 6 claimed that their co-
researchers are very hands on and approachable in
providing technical assistance, most especially in
validating their survey questionnaires. It is notable that
Ryan C. Tura
during the conduct of research, you really need to
validate your questionnaire to the master teachers or
school principal to ensure the validity and free from
technical errors. Apart from that, it is part of the
responsibilities of the master teachers and school
administrator to provide convenient technical
assistance to the teachers. It is their role to guide and
scaffold especially those who are beginners in order to
finish the research study.
The lived experiences of the public-school teachers in
terms of systemic aspect shows that seminar and
training on action research plays a vital role in
conducting and completing action research. By means
of attending seminar, the respondents were exposed to
the latest trends and processes of conducting action
research. Connectedly, Skidmore, (2022) cited that
research seminars are important because they serve as
the basis of learning for the participants. Academic
research seminars focus on instruction that is designed
for the attendee or participant to gain specific
knowledge within the academic area.
Furthermore, Ulla, (2018) cited the following key
points in conducting action research: (1) there should
be support from school administrators as teachers do
their research, not only financially but morally as well;
(2) the school should provide for teachers be sent to
research training and workshops to motivate teachers
to do research and provide them with the necessary
skills and knowledge.
In line with this, the support system from the
administrators plays a crucial role in strengthening the
positive mindset of the researchers towards action
research. By means of giving them support through
local funds it will give the researchers an added fuel to
continue doing research. Additionally, it is noted that
through seminars and workshops, teachers will be
more capable of doing action research. In line to the
findings of Gonzales, I., Corpuz, D. and Dellosa, R.
(2020) that respondents who attained higher
educational attainment and attended national training
have improved research skills and are more
knowledgeable in the research process and
dissemination. On the same line, Gonong (2018)
pointed out that action research is one of the powerful
tools for professional development.
Moreover, they need to update themselves on activities
that will help them perform their functions. In a mile
state, it is notable that teachers are required to do
research for the so called continuing professional
development to enhance their craft as educators.
462/465
Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article
Personal Aspect
The result shows that three (3) themes emerged from
the process. These themes express the experience of
public-school teachers in conducting action research as
1.) Time Management 2.) Personal drive despite other
ancillary works 3.) Fear of the unknown. They are
further described and discussed as follows:
Time Management. Managing time effectively is a
skill. It is imperative that as teachers we can manage
time in all aspects. In fact, this is being observed in
daily teaching practice that the delivery of the lesson
should always be time bounded. This should be
practice not only in teaching but also in conducting a
research study. Setting a timeframe for your research
can help you finish within the allotted time-duration
and help you become more productive.
The teachers considered time management as “very
important” to maintain a smooth flow process of
finishing a research manuscript as expressed by
Teacher 1. It is notable that time management plays a
huge role in finishing your task on time. Additionally,
Teacher 10 claimed that the use of “calendar method”
is very effective as means of managing time
efficiently. This method sounds very traditional but is
still very effective when you apply this in completing a
certain task such as research. However, Teacher 5
insisted that the time frame set by the research
committee is “not enough” especially for the first
timer. Hence, it is very important that the neophyte
researchers should be prioritized especially in
providing technical assistance for them to be able to
finish their research based on the given duration of
time.
Personal drive despite other ancillary works. Doing
paper stuffs or ancillary works aside from teaching is a
challenge for the teachers in their daily work.
However, this speaks for being competent, optimistic,
and dedicated in pursuit of their drive to teach and
grow in their profession. Part of ancillary work is
conducting a research study. Since this is very time-
consuming, one has to be patient in dealing with the
respondents and in consulting some experts in order to
come up with a valid and reliable results.
The teacher respondents consider this as a “challenge”
because doing all simultaneously can be stressful
sometimes however with the motivation from the
administrator, co-teachers, and a personal drive to
grow as teacher, this gives more strength to finish the
research study despite the pressure as expressed by
Teacher 3. Ancillary work has been an integral part of
Ryan C. Tura
the teaching practice. It is now an additional
responsibility of the teacher to perform aside from
teaching. However, there should be time management
and stress tolerance among them in order to carry the
task with grace. Furthermore, Teacher 8 claimed that
“determination” is a key to finishing the research study
because of his drive to share the findings to his
colleagues. This is one of the integral parts in
conducting research because at the end you will be
introducing something new to your co-teachers. This
can be in the form of a research conference where you
will become a paper presenter where you can share
your findings with them and a possibility of
benchmarking your study.
Fear of the unknown. The COVID-19 pandemic brings
anxiety and depression among people from the
different walks of life. The fear to go out from their
comfort zone for reasons of being infected by the virus
hinders in achieving goals for instance, conducting a
research study. In order to extract a research output,
one has to coordinate with the respondents, especially
in data gathering. The strict health protocols of the
Department of Health just to decrease the transmission
of the virus put everything on hold. However, with the
presence of online platforms, everything has become
possible and feasible. The Department of education
issued a new research management guideline which is
the DepEd Order 026, s. 2021 which allows
researchers to use the virtual platforms in gathering the
data.
The teacher respondents considered this as the
“hardest experience” because there is a need to consult
an expert face-to-face especially in validating the test
questionnaires and in analyzing and interpreting the
data as expressed by Teacher 10. It is notable that
conducting a research study needs to have a
consultation with experts especially if you are a
neophyte in the field and you only have minimal
background in research. However, Teacher 8 claimed
that the lack of gadgets among pupil respondents
challenged her to finish her research study. As
observed, during the pandemic, parents struggled
financially so they cannot afford gadgets for their
children.
The lived experiences of the public-school teachers in
terms of personal aspect shows that time management
is a vital tool in completing a research study. This
result conforms to the study of Chase, et al., (2012)
which stated that effective time management allows
researchers to maintain focus on their work,
contributing to research productivity. Thus, improving
time management skills is essential to developing and
463/465
Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article
sustaining a successful program of research.
Hence, it is notable that managing your time properly
can help you became progressive, and this can be best
applied especially when you are conducting action
research because aside from it you will be facing your
day-to-day job, so it is imperative to manage time
effectively in order to perform tasks at the specified
time duration.
Results revealed that during the pandemic, it is easier
to finish the research study due to having technology
as a means of communication and data gathering.
Better and easier communication was made, thereby
allocating more time for the analysis of data.
Supported by Shukla, (2023) that the Internet is a huge
research resource that offers access to various
materials on almost any subject. Scholarly articles,
books, and other information sources are more
accessible than ever because of the growth of internet
databases and digital libraries. Additionally, the
Internet is vital for researcher collaboration and
communication because it allows them to exchange
thoughts, information, and findings instantly.
In contrast to the study of Macannang et.al., (2019)
that key difficulties and challenges emerged while
conducting action research during pandemic as major
themes such as teachers' participation in action
research, which are greater strain and burden on the
teacher's part, anxiety about writing, a lack of time,
and insufficient understanding in carrying out action
research.
Relative to the findings of the study, this became
difficult especially to the neophyte in the field of
research that they still need to go to experts and
statisticians in order to complete their study and the
health protocol brough by the pandemic has made this
very challenging. However, if the researchers are well-
equipped and already efficient in this field, they need
not to consult experts and statisticians because they
can do it by themselves thus, they can manage their
time well.
Conclusion
Based on the findings obtained from the experiences of
the participants, the researcher came up with the
following issues and implications: The teacher
respondents during the ‘new normal’ are more
complacent in conducting an Action Research. That
the preparation of the research is a bit easier with the
presence of mentors helping to conduct the study. This
Ryan C. Tura
proves that conducting action research in Camp
Evangelista Elementary School is not a problem
because mentors including the School Principal are
very supportive. The teacher respondents during the
‘new normal’ are very much willing to attend training
and seminars to help them learn and improve their
skills in conducting action research. Despite being
provided with virtual seminars, teachers still need to
learn more about how to start good research. The
teacher respondents’ experiences in conducting Action
Research during the ‘new normal’ is not complicated
since they have more time to scrutinize the gathered
data. They are more focused since time is not a
problem due to the researchers doing all the work at
home, with continuous supervision of the assigned
mentors. This proves that the researchers are not
having a hard time in conducting Action Research
during the ‘new normal’.
The study r eco m m e n d s that school
administrators/Head should lead teachers in
conducting action research. The school head should
motivate every teacher to conduct a study on problems
that need action. This will help the school to
develop/improve in certain aspects. Additionally,
schools and the School Division Office may give
commendations to teachers who complete their
research papers. This way teachers will be motivated
to conduct action research papers that are useful and
helpful in the future. Furthermore, Research
Coordinators including the School Head should
conduct more training and seminars on action research,
particularly in the process of data gathering and data
analysis, so that teachers needing proper guidance in
conducting action research will be guided accordingly.
Moreover, Research Coordinators including the School
Head should motivate and encourage the Researchers
as well to publish their completed papers because this
could help teachers aiming for promotions.
References
RA 10173 Data Privacy Act
DepEd Order No. 16, s. 2017 Research Management Guidelines
DepEd Order 026, s. 2021 Amendment to DepEd Order No 016, s.
2017
(RPMS-PPST Performance Objectives, Indicators, and Means of
Verifications for SY 2021-2022).
Abarintos, E. et al. (2021). Internet Connection and Learning Device
Availability of College Students: Basis for Institutionalizing
Flexible Learning in the New Normal. Studies in Humanities and
Education, pp.64, Retrieved from https://ED613639.pdf. Accessed
September 2021.
464/465
Psych Educ, 2023, 14: 456-465, Document ID:2023 PEMJ1267, doi:10.5281/zenodo.8437259, ISSN 2822-4353
Research Article
Agatep, J.L.E. & Villalobos, R.N. (2020) Research capabilities
among selected graduate school students in Philippines. Science
Insights Education Frontiers, 6(2):691-705.
Anda, R. J (2021). Project I-CARE: Research Capability Program to
Improve the Conduct of Action Research of School Heads and
Teachers of Gumaca West District. SIYASIG District Journal
Volume 1.
Byrne, A. B. (2018). Educational neuroscience benefits from
educators’ research in the classroom. Learning & Education.
https://bold.expert/teachers-conducting-research/#:~:text=This%20e
nables%20them%20to%20try,relating%20to%20their%20own%20i
nterests
Castro A. (2020). Conducting research in the time of pandemic: A
pause or an opportunity?. J Math Teacher Educ 23, 429–431 (2020).
https://doi.org/10.1007/s10857-020-09478-w
Chase JA, Topp R, Smith CE, Cohen MZ, Fahrenwald N, Zerwic JJ,
Benefield LE, Anderson CM, (2020). Time management strategies
for research productivity. West J Nurs Res. 2013 Feb;35(2):155-76.
doi: 10.1177/0193945912451163. Epub 2012 Aug 6. PMID:
22868990.
Chuey, A. (2021) ‘Moderated Online Data-Collection for
Developmental Research: Methods and Replications’, Frontiers in
Psychology [Preprint]. https://doi.org/10.3389/fpsyg.2021.734398.
Enago Academy (2021) “Effective Time Management Tips for
Researchers.” Available at:
https://doi.org/https://www.enago.com/academy/time-management-t
i p s -for-
researchers/#:~:text=Effective%20time%20management%20can%2
0make,reduced%20stress.
Gonzales, I., Corpuz, D. and Dellosa, R. (2020) RESEARCH
CAPABILITIES OF PUBLIC ELEMENTARY SCHOOL
TEACHERS AND MANAGEMENT SUPPORT OF THE
SCHOOLS DIVISION OF NUEVA VIZCAYA, PHILIPPINES’,
Humanities and Social Sciences Reviews [Preprint].
doi:10.18510/hssr.2020.8427.
Maison D, Jaworska D, Adamczyk D, Affeltowicz D (2021) The
challenges arising from the COVID-19 pandemic and the way
people deal with them. A qualitative longitudinal study. PLoS ONE
16(10): e0258133. https://doi.org/10.1371/journal.pone.0258133
Natividad, M. M. and Quilapio R. C. (2021). Increasing the
Participation of Teachers in Making Action Research in Gumaca
Ryan C. Tura
West Central School through the Implementation of Project
RADIANT. SIYASIG District Journal Volume 1.
Ruedas, M. D., and Ruedas, E. G. (2020). Public School Teachers’
Attitude towards Action Research in Magsaysay, Occidental
Mindoro. Asian Journal of Education and Social Studies.
DOI:10.9734/ajess/2020/v7i130187
Shukla, U. (2023) ‘Role of Internet in Research’, Tutorials point
[Preprint].
Macanang, D, Guzman J. and Tindowen D. (2019). Teachers'
Conception and Difficulties in Doing Action Research. DOI:
10.13189/ujer.2019.070817
Noor, M.S.A.MAhmad, S. and Zainudin, Z. (2020) “Initiating a
Professional Development on Action Research During the
COVID-19 Pandemic.” ·https://osf.io/3nd9k/download
Skidmore, S. (2022) ‘Research Seminar| Overview, Importance &
Comparisons’, study.com [Preprint].
Tindowen, D.J., Guzman, J. and Macanang, D. (2019) “Teachers'
Conception and Difficulties in Doing Action Research,' Universal
Journal of Educational Research [Preprint]. Available at:
https://doi.org/DOI: 10.13189/ujer.2019.070817.
Ulla, M. B. (2018). Benefits and challenges of doing research:
Experiences from Philippine public-school teachers. Issues in
Educational Research, 28(3), 797–810.
https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=
aa29d0d2-c817-4379-a798-0cc80b861ff1%40redis
Ventura, A. (2018). Action Research to Improve Higher Education.
Nova Science Publishers, Inc.
Wilson (2023) 7 Top Points: Research Collaboration Benefits
[Preprint].
Affiliations and Corresponding Information
Ryan C. Tura
Camp Evangelista Elementary School
Department of Education - Philippines
465/465