EXPLORING EFFECTIVE INSTRUCTIONAL DESIGN STRATEGIES TO SUPPORT ELEMENTARY MASTER TEACHERS IN WRITING RESEARCH PAPERS: UNVEILING CHALLENGES AND SOLUTIONS

QUIROZ, JENNIFER A. , FELIPE, MYLROSE P. ,CHAVEZ, HAYDEE D.

Completed 2024

ABSTRACT

This study explored the challenges encountered by elementary master teachers in writing research papers and examined instructional design strategies that may provide targeted support to enhance their research capabilities. The primary purpose of the study was to equip teachers with appropriate tools and interventions that would enable them to contribute meaningfully to educational research and professional practice. A qualitative research design was employed, involving 34 elementary master teacher participants from Grades 1 to 6 within the Schools Division Office of Balanga City. Data were gathered through in-depth interviews and document analysis to obtain rich and contextualized insights into participants’ experiences. Findings revealed that teachers faced several challenges, including limited familiarity with academic writing conventions, insufficient research experience, time constraints, difficulty in accessing resources, and challenges in organizing scholarly content. In response to these issues, instructional design strategies such as scaffolded writing tasks, collaborative learning approaches, and technology integration were identified as effective forms of support. The study also highlighted alignment with DepEd Order No. 026, s. 2021, emphasizing the importance of research management and capacity building among educators. However, the study was limited to a single division, which may affect the transferability of findings to other contexts. Despite this limitation, the study contributes valuable insights into teacher research development and highlights the importance of sustained professional support systems. The findings imply that structured training programs, mentoring, and resource provision are essential in strengthening teachers’ research competencies and promoting a culture of inquiry in basic education.