The Social Support Systems and Needs of Private SHS Teachers in Writing Research
Main Article Content
Keywords
Emotional support, informational support, instrumental support, mentoring, research writing
Abstract
Research is among the least mastered areas of teachers in the Philippines. This phenomenological study explores teachers' social support systems and needs in writing research. Seventeen private SHS English teachers were purposefully selected from five private schools in Legazpi City, Philippines, who participated through group interviews using constructed questionnaires and video recordings. The thematic analysis used pattern recognition within the data and emerging themes as categories. The study discussed the social support and needs of the teachers along emotional, informational, and
instrumental lines and suggested a faculty research support program based on the critical findings. Consequently, the study validates varied findings from previous research and may serve as a valuable reference for private institutions seeking to address their teachers' research needs.
Publication History
Version of Record online: December 28, 2023
Manuscript accepted: December 22, 2023
Manuscript revised: December 20, 2023
Manuscript received: June 10, 2023
References
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Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., & Qian, H. (2014). Promoting evidence-based practice through a research training program for point-of-care clinicians. The Journal of Nursing Administration, 45(1), 14-20. https://doi.org/10.1097/NNA.0000000000000151
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Curby, T. W., Brock, L. L., & Hamre, B. K. (2013). Teachers' emotional support consistency predicts children's achievement gains and
social skills. Early Education & Development, 24(3), 292-309. https://doi.org/10.1080/10409289.2012.665760
Denscombe, M. (2017). EBOOK: The good research guide: For small-scale social research projects. McGraw-Hill Education (UK).
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Edwards, M. A., & Roy, S. (2017). Academic research in the 21st century: Maintaining scientific integrity in a climate of perverse incentives and hypercompetition. Environmental Engineering Science, 34(1), 51-61. https://doi.org/10.1089/ees.2016.0223
Eskandari, H., & Baratzadeh Ghahramanloo, N. (2020). Investigating the mediating role of social support in the relationship between
addiction to social network, media literacy and emotional intelligence. Journal of Cyberspace Studies, 4(2), 129-151. https://doi.org/10.22059/jcss.2020.301456.1047
Feeney, B. C., & Collins, N. L. (2015). A new look at social support: A theoretical perspective on thriving through relationships. Personality and Social Psychology Review, 19(2), 113-147. https://doi.org/10.1177/1088868314544222
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding
and theme development. International Journal of Qualitative Methods. https://doi.org/10.1177/160940690600500107
Fraser, C., Harrison, L., Chutuape, D., & Millar, J. (2020, March). Growing a research and publication culture: What incentives and rewards make a difference?. In International Academic Multidisciplinary Research Conference in Rome 2020 (pp. 239-248).
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Granziera, H., Liem, G. A. D., Chong, W. H., Martin, A. J., Collie, R. J., Bishop, M., & Tynan, L. (2022). The role of teachers’ instrumental
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Gubbi, J., Buyya, R., Marusic, S., & Palaniswami, M. (2013). Internet of things (IoT): A vision, architectural elements, and future directions. Future Generation Computer Systems, 29(7), 1645-1660. https://doi.org/10.1016/j.future.2013.01.010
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Jung, H., Seo, I., Kim, J., & Kim, B. K. (2017). Factors affecting government-funded research quality. Asian Journal of Technology Innovation, 25(3), 447-469. https://doi.org/10.1080/19761597.2018.1436411
Kneale, P., Edwards-Jones, A., Walkington, H., & Hill, J. (2016). Evaluating undergraduate research conferences as vehicles for novice researcher development. International Journal for Researcher Development, 7(2), 159-177. https://doi.org/10.1108/IJRD-10-2015-0026
Kort-Butler, L.A. (2017). Social support theory. In the encyclopedia of juvenile delinquency and justice (Eds. C.J. Schreck, M.J. Leiber,
H.V. Miller and K. Welch). https://doi.org/10.1002/9781118524275.ejdj0066
Kumar, S., & Cavallaro, L. (2018). Researcher selfcare in emotionally demanding research: A proposed conceptual framework. Qualitative Health Research, 28(4), 648-658. https://doi.org/10.1177/1049732317746377
Li, S., Sheng, Y., & Jing, Y. (2022). How social support impact teachers' mental health literacy: A chain mediation model. Frontiers in Psychology, 13, 851332. https://doi.org/10.3389/fpsyg.2022.851332
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
Molléri, J. S., Petersen, K., & Mendes, E. (2018). Towards understanding the relation between citations and research quality in software engineering studies. Scientometrics, 117, 1453-1478. https://doi.org/10.1007/s11192-018-2907-3
Neema, S., & Chandrashekar, L. (2021). Research funding-Why, when, and how? Indian Dermatology Online Journal, 12(1), 134-138. https://doi.org/10.4103/idoj.IDOJ_684_20
Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94-105.
Orange, A. (2016). Encouraging reflexive practices in doctoral students through research journals. The Qualitative Report, 21(12), 2176.
Rapatan, M. Q., Ballada, C. J., Ibanez, A., & Valladolid, V. (2022). Results of 2022 PEAC survey on learning recovery in private secondary education schools participating in the ESC program. Private Education Assistance Committee.
Reiser, R. A., Moore, A. L., Bradley, T. W., Walker, R., & Zhao, W. (2015). Supporting faculty efforts to obtain research funding: Successful practices and lessons learned. The Journal of Faculty Development, 29(3), 43-50.
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In Encyclopedia of quality of life and well-being research (pp. 1-7). Cham:
Springer International Publishing.
Saraiva, A. M. A. (2022). Management in the Integrated School: Between new demands and training proposals. Acta Scientiarum. Education, 44. https://doi.org/10.4025/actascieduc.v44i1.55784
Sari, W. L., & Fakhruddiana, F. (2019). Internal locus of control, social support and academic procrastination among students in completing the thesis. International Journal of Evaluation and Research in Education, 8(2), 363-368. https://doi.org/10.11591/ijere.v8i2.17043
Scheler, M. (2017). The nature of sympathy. Routledge. Schenke, K., Lam, A. C., Conley, A. M., & Karabenick, S. A. (2015). Adolescents’ help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146. https://doi.org/10.1016/j.cedpsych.2015.01.003
Schutz, A. (1972). The phenomenology of the social world. Northwestern University Press.
Settles, I. H., Buchanan, N. T., & Dotson, K. (2019). Scrutinized but not recognized:(In) visibility and hypervisibility experiences of faculty of color. Journal of Vocational Behavior, 113, 62-74. https://doi.org/10.1016/j.jvb.2018.06.003
Slavin, R. E. (2020). How evidence-based reform will transform research and practice in education. Educational Psychologist, 55(1), 21-31. https://doi.org/10.1080/00461520.2019.1611432
Staley, K., Cockcroft, E., Shelly, A., & Liabo, K. (2019). 'What can I do that will most help researchers?' A different approach to training the public at the start of their involvement in research. Research Involvement and En-gagement, 5, 1-6. https://doi.org/10.1186/s40900-019-0144-4
Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33-48. https://doi.org/10.1016/j.compedu.2018.12.005
Tatto, M. T. (2022). Developing teachers' research capacity. United Nations Educational, Scientific and Cultural Organization.
Tuasikal, R. F., & Patria, B. (2019). Role of social support and self concept clarity as predictors on thesis writing procrastination. Journal of Psychology and Instruction, 3(3), 76-82. https://doi.org/10.23887/jpai.v3i3.23169
United Nations Educational, Scientific and Cultural Organization. (2022). Reimagining the future: Developing teachers' research and
collaborative capacity through teacher education curriculum reform. United Nations Educational, Scientific and Cultural Organization.
United Nations. (2019). Sustainable development goals. United Nations, Department of Economics and Social Affairs.
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780
009
Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2017). Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review. Teaching and Teacher Education, 64, 230-245. https://doi.org/10.1016/j.tate.2017.02.014
Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.
Zina, O. (2021). The essential guide to doing your research project (4th ed.). Sage.
Abubakar, D. & Diyoshak, R. (2015). Internet connectivity and accessibility in university libraries: A study of access, use and problems among faculty of natural sciences students, University of Jos, Nigeria. Evidence-Based Library and Information Practice, 10(4). https://doi.org/10.18438/B8NG6R
Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. (2018). Holistic approaches to develop sustainability and
research competencies in pre-service teacher training. Sustainability, 10(10), 3698. https://doi.org/10.3390/su10103698
Bean, J. C., & Melzer, D. (2021). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the
classroom. John Wiley & Sons.
Black, A. T., Balneaves, L. G., Garossino, C., Puyat, J. H., & Qian, H. (2014). Promoting evidence-based practice through a research training program for point-of-care clinicians. The Journal of Nursing Administration, 45(1), 14-20. https://doi.org/10.1097/NNA.0000000000000151
Curby, T. W., Brock, L. L., & Hamre, B. K. (2013). Teachers' emotional support consistency predicts children's achievement gains and
social skills. Early Education & Development, 24(3), 292-309. https://doi.org/10.1080/10409289.2012.665760
Curby, T. W., Brock, L. L., & Hamre, B. K. (2013). Teachers' emotional support consistency predicts children's achievement gains and
social skills. Early Education & Development, 24(3), 292-309. https://doi.org/10.1080/10409289.2012.665760
Denscombe, M. (2017). EBOOK: The good research guide: For small-scale social research projects. McGraw-Hill Education (UK).
DepEd Order No. 16, s. 2017. Research management guidelines (March 20, 2017). https://drive.google.com/file/d/1XyroHomEtwz4hiJhn68VLGnqcu8XBf3m/view
DepEd Order No. 39, s. 2016. Adoption of the basic education research agenda. (June 10, 2016). https://depedabra.com/wp-content/uploads/2016/06/DO_s2016_039.pdf
DepEd Order No. 43, s. 2015. Revised guidelines for the basic education research fund. (September 16, 2015). https://www.deped.gov.ph/wp-content/uploads/2015/09/DO_s2015_43.pdf
Edwards, M. A., & Roy, S. (2017). Academic research in the 21st century: Maintaining scientific integrity in a climate of perverse incentives and hypercompetition. Environmental Engineering Science, 34(1), 51-61. https://doi.org/10.1089/ees.2016.0223
Eskandari, H., & Baratzadeh Ghahramanloo, N. (2020). Investigating the mediating role of social support in the relationship between
addiction to social network, media literacy and emotional intelligence. Journal of Cyberspace Studies, 4(2), 129-151. https://doi.org/10.22059/jcss.2020.301456.1047
Feeney, B. C., & Collins, N. L. (2015). A new look at social support: A theoretical perspective on thriving through relationships. Personality and Social Psychology Review, 19(2), 113-147. https://doi.org/10.1177/1088868314544222
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding
and theme development. International Journal of Qualitative Methods. https://doi.org/10.1177/160940690600500107
Fraser, C., Harrison, L., Chutuape, D., & Millar, J. (2020, March). Growing a research and publication culture: What incentives and rewards make a difference?. In International Academic Multidisciplinary Research Conference in Rome 2020 (pp. 239-248).
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Granziera, H., Liem, G. A. D., Chong, W. H., Martin, A. J., Collie, R. J., Bishop, M., & Tynan, L. (2022). The role of teachers’ instrumental
and emotional support in students' academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts. Learning and Instruction, 80, 101619. https://doi.org/10.1016/j.learninstruc.2022.101619
Gubbi, J., Buyya, R., Marusic, S., & Palaniswami, M. (2013). Internet of things (IoT): A vision, architectural elements, and future directions. Future Generation Computer Systems, 29(7), 1645-1660. https://doi.org/10.1016/j.future.2013.01.010
Guimón, J. (2013). Promoting university-industry collaboration in developing countries. The Innovation Policy Platform. Word Bank,
Washington DC. http://dx.doi.org/10.13140/RG.2.1.5176.8488
Herr, K., & Anderson, G. L. (2014). The action research dissertation: A guide for students and faculty. Sage Publications.
Hyland, K. (2015). Teaching and researching writing. Routledge. https://doi.org/10.4324/9781315717203
Jung, H., Seo, I., Kim, J., & Kim, B. K. (2017). Factors affecting government-funded research quality. Asian Journal of Technology Innovation, 25(3), 447-469. https://doi.org/10.1080/19761597.2018.1436411
Kneale, P., Edwards-Jones, A., Walkington, H., & Hill, J. (2016). Evaluating undergraduate research conferences as vehicles for novice researcher development. International Journal for Researcher Development, 7(2), 159-177. https://doi.org/10.1108/IJRD-10-2015-0026
Kort-Butler, L.A. (2017). Social support theory. In the encyclopedia of juvenile delinquency and justice (Eds. C.J. Schreck, M.J. Leiber,
H.V. Miller and K. Welch). https://doi.org/10.1002/9781118524275.ejdj0066
Kumar, S., & Cavallaro, L. (2018). Researcher selfcare in emotionally demanding research: A proposed conceptual framework. Qualitative Health Research, 28(4), 648-658. https://doi.org/10.1177/1049732317746377
Li, S., Sheng, Y., & Jing, Y. (2022). How social support impact teachers' mental health literacy: A chain mediation model. Frontiers in Psychology, 13, 851332. https://doi.org/10.3389/fpsyg.2022.851332
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
Molléri, J. S., Petersen, K., & Mendes, E. (2018). Towards understanding the relation between citations and research quality in software engineering studies. Scientometrics, 117, 1453-1478. https://doi.org/10.1007/s11192-018-2907-3
Neema, S., & Chandrashekar, L. (2021). Research funding-Why, when, and how? Indian Dermatology Online Journal, 12(1), 134-138. https://doi.org/10.4103/idoj.IDOJ_684_20
Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94-105.
Orange, A. (2016). Encouraging reflexive practices in doctoral students through research journals. The Qualitative Report, 21(12), 2176.
Rapatan, M. Q., Ballada, C. J., Ibanez, A., & Valladolid, V. (2022). Results of 2022 PEAC survey on learning recovery in private secondary education schools participating in the ESC program. Private Education Assistance Committee.
Reiser, R. A., Moore, A. L., Bradley, T. W., Walker, R., & Zhao, W. (2015). Supporting faculty efforts to obtain research funding: Successful practices and lessons learned. The Journal of Faculty Development, 29(3), 43-50.
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In Encyclopedia of quality of life and well-being research (pp. 1-7). Cham:
Springer International Publishing.
Saraiva, A. M. A. (2022). Management in the Integrated School: Between new demands and training proposals. Acta Scientiarum. Education, 44. https://doi.org/10.4025/actascieduc.v44i1.55784
Sari, W. L., & Fakhruddiana, F. (2019). Internal locus of control, social support and academic procrastination among students in completing the thesis. International Journal of Evaluation and Research in Education, 8(2), 363-368. https://doi.org/10.11591/ijere.v8i2.17043
Scheler, M. (2017). The nature of sympathy. Routledge. Schenke, K., Lam, A. C., Conley, A. M., & Karabenick, S. A. (2015). Adolescents’ help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146. https://doi.org/10.1016/j.cedpsych.2015.01.003
Schutz, A. (1972). The phenomenology of the social world. Northwestern University Press.
Settles, I. H., Buchanan, N. T., & Dotson, K. (2019). Scrutinized but not recognized:(In) visibility and hypervisibility experiences of faculty of color. Journal of Vocational Behavior, 113, 62-74. https://doi.org/10.1016/j.jvb.2018.06.003
Slavin, R. E. (2020). How evidence-based reform will transform research and practice in education. Educational Psychologist, 55(1), 21-31. https://doi.org/10.1080/00461520.2019.1611432
Staley, K., Cockcroft, E., Shelly, A., & Liabo, K. (2019). 'What can I do that will most help researchers?' A different approach to training the public at the start of their involvement in research. Research Involvement and En-gagement, 5, 1-6. https://doi.org/10.1186/s40900-019-0144-4
Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33-48. https://doi.org/10.1016/j.compedu.2018.12.005
Tatto, M. T. (2022). Developing teachers' research capacity. United Nations Educational, Scientific and Cultural Organization.
Tuasikal, R. F., & Patria, B. (2019). Role of social support and self concept clarity as predictors on thesis writing procrastination. Journal of Psychology and Instruction, 3(3), 76-82. https://doi.org/10.23887/jpai.v3i3.23169
United Nations Educational, Scientific and Cultural Organization. (2022). Reimagining the future: Developing teachers' research and
collaborative capacity through teacher education curriculum reform. United Nations Educational, Scientific and Cultural Organization.
United Nations. (2019). Sustainable development goals. United Nations, Department of Economics and Social Affairs.
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780
009
Willegems, V., Consuegra, E., Struyven, K., & Engels, N. (2017). Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review. Teaching and Teacher Education, 64, 230-245. https://doi.org/10.1016/j.tate.2017.02.014
Yin, R. K. (2018). Case study research and applications (Vol. 6). Thousand Oaks, CA: Sage.
Zina, O. (2021). The essential guide to doing your research project (4th ed.). Sage.
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Dec 28, 2023
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How to Cite
Pocaan, J. P., & Pocaan, J. (2023). The Social Support Systems and Needs of Private SHS Teachers in Writing Research. AsTEN Journal of Teacher Education, 7. https://doi.org/10.56278/asten.v7i.2171
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Research Article
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