1. REGION XII DIVISION OF SARANGANI NATIONAL RESEARCH PRESENTATION The Farm, Carpenter Hill, Koronadal City April 16-18, 2015 NATIONAL RESEARCH PRESENTATION The Farm, Carpenter Hill, Koronadal City April 16-18, 2015 JOSIE TEOFILA NESLE QUIJANO Research Presenter

2. THE LIFE OF HOMEGROWN TEACHERS: A PHENOMENOLOGICAL INQUIRY JOSIE TEOFILA N. QUIJANO Research presenter District Head East Kiamba District Division of Sarangani Region Xll JOSIE TEOFILA N. QUIJANO Research presenter District Head East Kiamba District Division of Sarangani Region Xll Division of Sarangani, Region Xll

3. Introduction Teachers are role models of the society They educate and make a man humane with sense of responsibility in the community. They lived with experiences in life that lead them realized the real essence of transforming lives of every learners. This relates of who they are and what they do in school that affects their roles and performances as teachers. Division of Sarangani, Region Xll

4. Teachers’ experiences gradually honed their personal and professional attitudes in the environment. A phenomenon of teachers in the public schools in the Division of Sarangani, who graduated and preferred to teach in the same school in spite of many opportunities, made the researcher’s interest to do this research. Division of Sarangani, Region Xll

5. In this study, they are called “homegrown teachers. These are teachers who graduated in school where they are currently employed. Division of Sarangani, Region Xll

6. Literature Review Several studies revealed teachers’ lived experiences captured self confidence and commitment for excellence and passion of their work, but corresponds changes along the length of services and stages in their career (Wallace, 2010). Teachers who are in the service for several years excel their teaching-learning performance in school. Division of Sarangani, Region Xll

7. This also developed an engagement to love teaching that creates better attitudes of work which exhibits the behaviors that engage lifelong learning, assisting their colleagues for pedagogical improvement (Amparo, 2013). Division of Sarangani, Region Xll

8. This study utilized a qualitative research designed specifically a transcendental phenomenological inquiry founded by Husserl adopted by Colaizzi, (1978); Moustakas,(1994) and Groenewald, (2004) This is that study of the lived experiences of participants in school. Focused less on the interpretation but more on the description of the experiences of participants. Division of Sarangani, Region Xll

9. General Objective of the Study Describes the lived experiences of homegrown teachers in selected public schools in Sarangani Province. Division of Sarangani, Region Xll

10. Specific Objectives Describe the following: I. profile of homegrown teachers, II. lived experiences : A. as former students. B. as current teachers. Division of Sarangani, Region Xll

11. Conceptual Framework Experiences of Teachers Qualitative Research Phenomenological Research Inquiry The Teaching Profession Division of Sarangani, Region Xll

12. The Study Data Gathering Procedure Analysis of Data dD Instrument used Locale of Study Participants Objective of the study The Life of Homegrown Teachers as former Students and Current Teachers in the same school Public Secondary Schools, DepEd Sarangani Division *Glan School of Arts and Trades * Malapatan National High S chool  Home Grown Teachers *describe the lived experiences of Homegrown Teachers as : former students and current teachers in the same school * A semi –structured Open ended Interview Guide  Key Informant Interview II. What are their lived experiences? Textural Description Cluster of Meaning ( Cluster Themes) -Interview transcription - Coding of Transcription Essence or (Emergent Meaning) Structural Description Significant Statements (Themes) I. Homegrown Teachers Profile age sex educ’l. attainment yrs of teaching civil status, yrs. of teaching in the schs. ethnicity religious affiliation positions and designations Conclusions, and Recommendations Research Design Division of Sarangani, Region Xll

13. Methodology Purposive Key Informant Interview (KII) was used in gathering data. 8 participants of the study were identified based on their 201 file in school. I nitial letters were sent to participants informing and purpose of the study. Division of Sarangani, Region Xll

14. followed by the interview protocol, letter of “Informed Consent to Participants” with the interview procedure, confidentiality and benefits including the contact number of the researcher for verifications of the purpose. Interview guide questions were edited and revised by various professors during the tryout process, before it conducted the proper interview. Division of Sarangani, Region Xll

15. Key informant interview process was transcribed and recorded through a digital recorder. Interview saturation points were met through similarity of thoughts and experiences after the 8 participants had been interviewed. Division of Sarangani, Region Xll

16. Flow of Data Analysis Textural Description Structural Description group of significant statements Data Transcriptions Themes Coded Transcriptions Conclusions and Recommendations Essence or Emergent Themes Significant Statements Cluster of themes quoted statements from the coded data Combination of Textural ( What) and Structural Description ( how lived experiences being described) raw data of participants’ experiences coded data of participants’ experiences group of themes from significant statement by reduction of information By Collaizi, (1978) adopted by Moustakas, (1994) and Groenewald, 2004. Qualitative Data Analysis Division of Sarangani, Region Xll

17. Summary of Findings: Part I. The Participants’ profiles * Homegrown teachers were all with distinct awards as former students in the school. 3 out of 10 were valedictorians Others were top 10 of the graduates in their respective batches. They represented the tri-people in the community considering the Muslim, Blaans and Christians or (Non-Blaans Non-Muslims) participants. Division of Sarangani, Region Xll

18. They served the Alma Mater as teachers for more than three years. 6 out of the eight (8) revealed teaching as their second choice. Only 2 revealed teaching as their 1 st option. They all emphasized that education is important to them, for their family and people in the community. Division of Sarangani, Region Xll

19. Table I : Participant's Profile Pseudony m/Code Gender Civil Status EthnicityReligion Academic/ non academic Award Major Assignme nt Grade Level Currently teaching No. of Yrs and educator No. of Yrs in the present position Degree/s Earned ShineFemaleMarriedCebuanoCatholic 2 nd honorable mention filipinoG78 yrs8 yrs. BSED- filipino. StarletFemaleMarriedCebuanoiIFIvaledictorianmathG710yrs BSED- math. KnightMaleMarriedCebuanoCatholicvaledictorianMathG89 yrs BSMATH W/ educ. Units. ReshylFemaleMarriedLeytenioCatholic 1 ST Honorable mention TLE teacher G75yrs BSED-math Leonel maleMarriedAklanonProtestant Stdnt leader of the year TVEG722 yrs5 yrs BSiE W/ MA units NehlenFemaleMarriedBisayaProtestantTop 10 TLE Teacher G 8 & 923 yrs12 yrs BSIE w/ 18 units MA VinezFemaleMarried BisayaCatholic ValedictorianFilipinoG7& 822yrs BSED- FILIPINO AdamMaleMarriedMaguindanonIslamwith HonorsEnglishG9 & 4th Yr.11 yrs BSED w/ MA units Division of Sarangani, Region Xll

20. Part II. Lived Experiences of Homegrown Teacher As former Students and current teachers  1. Personal experiences  2. Challenges Encountered  3. Coping Mechanism Division of Sarangani, Region Xll

21. IIA. Lived experiences as former students IIA. Lived experiences as former students Division of Sarangani, Region Xll

22. A.1. Personal Experiences Division of Sarangani, Region Xll

23. A.2. Challenges Encountered Division of Sarangani, Region Xll

24. A.3. Coping Mechanism Division of Sarangani, Region Xll

25. IIB. Lived Experiences As Current Teachers IIB. Lived Experiences As Current Teachers Division of Sarangani, Region Xll

26. B1. Personal Experiences: Division of Sarangani, Region Xll

27. B.2. Challenges Encountered Division of Sarangani, Region Xll

28. B.3. Coping Mechanism: Division of Sarangani, Region Xll

29. RESULTS AND DISCUSSIONS As former students; Homegrown teachers experienced difficulties from teachers and peers in terms of bullying using verbal abuse and physical punishment. Generally, they experienced poverty. In spite of the difficulties, they made to cope up by striving hard with strong determinations and faith to become professional teachers. As former students; Homegrown teachers experienced difficulties from teachers and peers in terms of bullying using verbal abuse and physical punishment. Generally, they experienced poverty. In spite of the difficulties, they made to cope up by striving hard with strong determinations and faith to become professional teachers. Division of Sarangani, Region Xll

30. They consider poverty as a challenge and inspiration to strive hard and become successful professionals to extend assistance to their families. However, they used various coping mechanisms to further improve their lives. They consider poverty as a challenge and inspiration to strive hard and become successful professionals to extend assistance to their families. However, they used various coping mechanisms to further improve their lives. Division of Sarangani, Region Xll

31. As Teachers Homegrown teachers in their home places are committed to teach and able to deal with challenges encountered with love to understand and care people. They are the keys to expand and strengthen the bonding with prevalence of peace and unity of tri- people in the community. As Teachers Homegrown teachers in their home places are committed to teach and able to deal with challenges encountered with love to understand and care people. They are the keys to expand and strengthen the bonding with prevalence of peace and unity of tri- people in the community. Division of Sarangani, Region Xll

32. They served as model professionals in their home town with great accomplishments in school and in the community, the unsung heroes in their respective hometowns and Alma Mater. They served as model professionals in their home town with great accomplishments in school and in the community, the unsung heroes in their respective hometowns and Alma Mater. Division of Sarangani, Region Xll

33. Conclusions The researcher concluded that homegrown teachers have the deep desire to serve in their home places where their Alma Mater was located. Division of Sarangani, Region Xll

34. Therefore, experiences of homegrown teachers can be an inspiration for students, to rise above the challenges they encountered by striving hard with strong determination to become professionals. Division of Sarangani, Region Xll

35. Homegrown teachers as teachers in their home places are committed to teach and able to deal with challenges encountered with love and understanding diverse people. Therefore, homegrown teachers can be role models to students and colleagues in terms of their commitment and dedication. They can help strengthen peace building and unity among tri-people in the community. Division of Sarangani, Region Xll

36. It is recommended to utilize the knowledge and experiences of homegrown teachers as basis for policy direction for long term faculty development programs under psychosocial component. Recommendations Division of Sarangani, Region Xll

37. It is recommended that further qualitative studies should be conducted to document experiences, practices and behaviors of teachers in different environments ( eg. teachers teaching in conflict areas, multi- grade teaching, out of school youth, children with special needs, teaching MTB-MLE and other K to 12 related projects and activities.) Division of Sarangani, Region Xll

38. Thank you Have a great Life …. TEACHERS Have a great Life …. TEACHERS Division of Sarangani, Region Xll