Innovative Strategies for Research Enhancement: A Simulacrum Approach Among Master Teachers in the Division of Cebu City
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In the dynamic realm of 21st-century education, master teachers grapple with evolving challenges that demand a recalibration of their skillsets towards research and innovation. Despite their recognition as instructional experts, master teachers in the Division of Cebu City demonstrate a notable gap in research productivity. Acknowledging the pivotal role of research in education and discerning the existing gaps, this study delves into the creation of a simulacrum designed to amplify research efficiency among master teachers. Grounded in Systems Theory, the study endeavors to fashion a simulated model (simulacrum) that mirrors the intricate dynamics of the educational system. Drawing on the Technology Acceptance Model, the research scrutinizes the willingness of stakeholders, including teachers, administrators, and students, to embrace the simulacrum as an innovative catalyst for research enhancement. Conducted during the Academic Year 2023-2024, the study sets out to probe into the factors shaping research productivity among master teachers. Specific inquiries encompass teachers' self-assessment of research productivity, identification of significant predictors, exploration of experiences and practices fostering research productivity, and the design of a simulacrum for transformative enhancement. Employing a sequential explanatory design, which combines qualitative and quantitative methods, the study enlists the participation of fourteen master teachers from the Division of Cebu City. Data accrues through a survey questionnaire and in-depth interviews, with statistical tools such as descriptive statistics and multiple linear regression applied in analysis. Revelations from the study illuminate that master teachers positively evaluate their research productivity, with a focus on individual, institutional, and leadership characteristics. Key predictors identified include self-efficacy, recruitment processes, sufficient work time, and critical leadership roles. The experiences and practices of highly productive master teachers pivot around active involvement in research-related Continuing Professional Development (CPD) activities, collaborative efforts, administrative support, and personal initiative in providing research resources. The proposed model envisions a comprehensive, multi-tiered approach that integrates capacity-building activities, collaboration and networking, administrative support, and strategic provision of research resources. The overarching goal is to empower master teachers to transcend into high-impact researchers, mentors, and facilitators, thereby elevating the overall teaching and learning process within the Division. In light of these findings, the study advocates for the establishment of mentoring programs by master teachers with high research productivity and encourages future extensions of research initiatives. It concludes that the evolving educational landscape necessitates master teachers to broaden their expertise to encompass research. The proposed simulacrum emerges as a strategic tool poised to address the existing gap in research productivity, offering a tangible roadmap for the Division of Cebu City to enhance teaching quality through the pursuit of research excellence.
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