Eurasian Journal of Educational Research

Print ISSN: 1302-597X & e-ISSN: 2528-8911
Rudolf VECALDO, Jay Emmanuel ASUNCION, Mark ULLA
From Writing to Presenting and Publishing Research Articles: Experiences of Philippine Education Faculty-Researchers*

Purpose: Higher education institutions in the Philippines have been encouraged to do and publish research. Thus, this study aimed to unravel the lived experiences of 12 teacher education faculty-researchers in a public university in Cagayan Valley, Northern Philippines with regards to writing, presenting and publishing research articles.

Research Methods: The method employed was the phenomenological inquiry through an in-depth semi-structured interview. Data were transcribed, read repeatedly, and subjected to content analysis.

Findings: Findings revealed that personal (additional learning, self-enrichment, and prestige) and professional (knowledge generation and dissemination, career advancement, and building linkages) reasons inspired teacher education faculty-researchers in writing, presenting and publishing their studies.  However, some of the challenges they encountered included lack of time due to heavy workload and multiple designations, lack of mentoring, and shortage of financial assistance for international presentation and publication.  Despite external constraints and difficulties faced, these faculty-researchers were positive about doing research studies as it became an enterprise for them to find deeper meaning in what they were doing and to grow professionally as researchers. 

Implications forResearch and Practice: Knowing and understanding the lived experiences of faculty-researchers in writing, presenting, and publishing research articles would have an impact on the higher education institution’s research policies that can empower faculty-researchers and advance research culture in teacher education not only in the Philippines but in all higher education institutions in the world.


conducting research, phenomenological inquiry, Philippine teacher education, publishing, lived experiences

2019 Issue 81

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