Strategies, Challenges, and Coping Interventions of Teachers Teaching Research in Public Stand-Alone Senior High Schools in Central Luzon, Philippines

This study assessed and evaluated the strategies, challenges, coping interventions, and utilized by teachers in teaching research in public stand-alone senior high schools in the Central Luzon Region, Philippines. Descriptive-evaluative, descriptive-comparative, and descriptive-correlational research designs were used in the quantitative research methodology. The respondents were 917 research teachers from public stand-alone senior high schools in Central Luzon. A validated survey questionnaire was used to gather data, and the results were analyzed using frequency, percentage, weighted mean, standard deviation, t-test, ANOVA, and Pearson-r correlation. The findings revealed that most respondents had one to three research-related trainings (82.0%), were married (76.2%), and held bachelor’s degrees (73.2%). All respondents utilized learning management systems, research textbooks, PowerPoint presentations, and sample research articles as instructional resources. Teachers highly utilized direct instruction (M=3.84, SD=0.36), collaborative learning (M=3.89, SD=0.28), hands-on activities (M=3.83, SD=0.37), innovative strategies (M=3.84, SD=0.36), and student-centered approaches (M=3.89, SD=0.28).The study also revealed that teachers encountered very challenging resource-related and student-related issues, both with an overall weighted mean of 3.57. Collaboration emerged as the most used coping intervention (M=3.90, SD=0.26), followed by instructional adaptation (M=3.89, SD=0.28), technology use (M=3.88, SD=0.30), and training (M=3.85, SD=0.32). Significant differences were found in Collaborative Learning (P = 0.041) and Student-Centered Strategies (P = 0.011) based on age. Likewise, significant differences in challenges were observed according to highest educational attainment in student-related (P = 0.006), resource-related (P = 0.007), teacher-related (P = 0.006), technology-related (P = 0.008), collaboration-related (P = 0.007), and training-related challenges (P = 0.012). Significant differences in coping interventions were also found in collaboration (P = 0.009), training (P = 0.018; P = 0.021), instructional adaptation (P = 0.048; P = 0.018), and technology utilization (P = 0.024) based on age and teaching experience. Moreover, a moderate positive significant relationship existed between strategies and challenges encountered (r=0.450, p=0.000). Based on the findings, a recommended action plan was developed to address the identified challenges and strengthen effective coping interventions among research teachers. The plan focused on enhancing professional development programs, improving access to technological resources, and strengthening institutional support systems through collaborative and technology-based practices.

Teaching Strategies, Research Teachers, Coping Interventions, Instructional Challenges, Senior High School, Research Education

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