Developing a Simulacrum for Boosting Research Efficiency in Selected Cebu City Public Schools: A Sequential Explanatory Design
Article Sidebar
Main Article Content
Abstract
In the dynamic realm of 21st-century education, master teachers in Cebu City's Division are encountering evolving challenges that necessitate a shift in their expertise toward research and innovation. Despite their recognition as instructional experts, there is a noticeable deficiency in research productivity among these educators. This study, conducted during the 2023-2024 academic year, delves into the creation of a simulacrum, rooted in Systems Theory, to enhance research efficiency among master teachers. Employing the Technology Acceptance Model, the research explores stakeholders' willingness to adopt the simulacrum as an innovative tool for research enhancement. The investigation focuses on factors influencing research productivity, encompassing self-assessment, predictors, experiences, and practices of master teachers. Utilizing a sequential explanatory design with qualitative and quantitative methods, the study involves 14 master teachers from Cebu City's Division. Findings reveal positive self-assessment of research productivity among master teachers, with significant predictors including self-efficacy, recruitment, work time, and leadership roles. Highly productive master teachers engage in research-related professional development, collaboration, administrative support, and personal provision of research resources. The proposed model envisions a comprehensive approach, involving capacity-building, collaboration, administrative support, and access to research resources. This transformative model aims to empower master teachers as high-impact researchers, mentors, and facilitators, ultimately enhancing the Division's teaching and learning processes. The study recommends the establishment of mentoring programs by master teachers with high research productivity and encourages future research extensions. In conclusion, the evolving educational landscape necessitates master teachers to broaden their expertise into research, and the proposed simulacrum serves as a strategic tool to elevate teaching quality through research excellence in the Division of Cebu City.
Article Details
Section
How to Cite
References
Ahmad, M. I. S., Idrus, M. I., & Rijal, S. (2023). The Role of Education in Fostering Entrepreneurial Spirit in the Young Generation. Journal of Contemporary Administration and Management (ADMAN), 1(2), 93-100.
Bryson, S. A., Gauvin, E., Jamieson, A., Rathgeber, M., Faulkner-Gibson, L., Bell, S., ... & Burke, S. (2017). What are effective strategies for implementing trauma-informed care in youth inpatient psychiatric and residential treatment settings? A realist systematic review. International journal of mental health systems, 11(1), 1-16.
Hallinger, P., Hosseingholizadeh, R., Hashemi, N., & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy and commitment in Iran. Educational Management Administration & Leadership, 46(5), 800-819.
Iqbal, J., & Sidhu, M. S. (2022). Acceptance of dance training system based on augmented reality and technology acceptance model (TAM). Virtual Reality, 26(1), 33-54.
Kilag, O. K. T., Zarco, J. P., Zamora, M. B., Caballero, J. D., Yntig, C. A. L., Suba-an, J. D., & Sasan, J. M. V. (2023). How Does Philippines's Education System Compared to Finland's?. EUROPEAN JOURNAL OF INNOVATION IN NONFORMAL EDUCATION, 3(6), 11-20.
Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430-445.
Kilag, O. K. T., Lechadores, V. M. B., Tolin, J. E., Pahayahay, D. Q., Torrefiel, A. P., & Calzada, J. R. D. (2023). Moving beyond the new normal: Understanding Flexible Learning Options (FLOs) on the parameters of Basic Education Learning Continuity Plan (BE-LCP). Science and Education, 4(2), 866-873.
Kilag, O. K. T., Malbas, M. H., Miñoza, J. R., Ledesma, M. M. R., Vestal, A. B. E., & Sasan, J. M. V. (2023). The Views of the Faculty on the Effectiveness of Teacher Education Programs in Developing Lifelong Learning Competence. European Journal of Higher Education and Academic Advancement, 1(2), 92-102.
Kilag, O. K. T., Lechadores, V. M. B., Tolin, J. E., Pahayahay, D. Q., Torrefiel, A. P., & Calzada, J. R. D. (2023). Moving beyond the new normal: Understanding Flexible Learning Options (FLOs) on the parameters of Basic Education Learning Continuity Plan (BE-LCP). Science and Education, 4(2), 866-873.
Kilag, O. K., Obaner, E., Vidal, E., Castañares, J., Dumdum, J. N., & Hermosa, T. J. (2023). Optimizing Education: Building Blended Learning Curricula with LMS. Excellencia: International Multi-disciplinary Journal of Education, 1(4), 238-250.
Kilag, O. K. T., Bariquit, I. A., Glipa, C. G., Ignacio, R. A., Alvez, G. U., Guilot, R. T., & Sasan, J. M. (2023). Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement. Web of Semantic: Universal Journal on Innovative Education, 2(6), 43-54.
Malbas, M., Kilag, O. K., Diano Jr, F., Tiongzon, B., Catacutan, A., & Abendan, C. F. (2023). In Retrospect and Prospect: An Analysis of the Philippine Educational System and the Impact of K-12 Implementation. Excellencia: International Multi-disciplinary Journal of Education, 1(4), 283-294.
Mc Ronald, I. (2022) Teachers as Builders: Professional Development and Community Participation of Public School Teachers in Metro Manila, Philippines.
Ren, L., & Smith, W. M. (2018). Teacher characteristics and contextual factors: links to early primary teachers’ mathematical beliefs and attitudes. Journal of Mathematics Teacher Education, 21, 321-350.
Tugbong, G. M., & Alistre, K. L. C. (2023). An An Exploration Of Icebreakers And Their Impact On Student Engagement In The Classroom. International Journal of Social Service and Research, 3(11), 2921-2930.
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of educational research, 79(2), 702-739.
Whitchurch, G. G., & Constantine, L. L. (1993). Systems theory. In Sourcebook of family theories and methods: A contextual approach (pp. 325-355). Boston, MA: Springer US.