Teaching for a Living

Katotohanan…Mabalasik ang mundo Takot…Moralidad ay yurak Manhid…Bulag, pipi’t bingi sa alingawngaw Katarungan…Isigaw ma’y mailap sa piniringan Hustisya ma’y mabili, budhi’y naniningil sa huli Kung ang kapayapaa’y sa dahas nakakamit May pagkakaiba pa kaya sa huli? Mulat man sa mali, ‘di pa rin ito dapat ginagawi Mabaon man sila sa lupa Mukha ma’y mawala't maabo Kasaysaya’y itatanghal ang aba Kung kailan pa yumao, doon lang dininig ang kwento

Formal research writing is a nuance to most Filipino learners until the inclusion of practical research subjects in the K to 12 system.  With the need to conduct qualitative and quantitative research coupled with a deficiency in using the English and effectively Filipino languages, the success of the said research subjects is still in limbo. In the said curricula of senior high school, Practical Research 1 is for qualitative analysis and Practical Research 2 is for quantitative analysis.  Considering the English curriculum in the Junior High School (JHS) where academic writing had been introduced and the prerequisite subjects in the Senior High School (SHS) that prepare students for research writing, there seems to be no problem. In reality, academic writing seems not to be a culture for many learners.  Writing is not merely used for communication, but also in conveying information and as a sort of record-keeping for essential data that needed to be restored for reference purposes

Teachers are solution-makers in their respective classrooms and school problems.   Everyday   teaching is, likewise an   everyday   researcher pursuit.  As teachers cater to the needs of the learners, they are solving the day-to-day challenges of their professional career.   Some   problems   are perennial, and   some   are accumulating. As action research is the new trend for teachers, they need to be empowered in addressing the   problems   encountered in school.   Such  questions  centered but not limited to students' performances and behaviors, learning environment,   instructional   materials, assessment practices, and classroom management, among others.   Specifically, at the   DepEd , master teachers are   mandated   to do action research.   It is a type of study that addresses school-based issues, concerns, and problems doable within the school year.   However,  some teachers hesitate   to do   research .  Some of the reasons include lack of a background and tra