Universal Journal of Educational Research

ISSN: 2960-3714 (Print) / 2960-3722 (Online)

Publisher: Saint Joseph College

Publication Format: Online

Frequency: 4 issues per year (March, June, September, December)

Language: English

Established: 2022

A Phenomenological Study of the Lived Experiences of Tagumpay National High School Teachers Involved in Online Learning Action Cell Session

Ann Michelle S. Medina

Tagumpay National High School, Rodriguez, Rizal, Philippines


Aldren E. Camposagrado

University of the Philippines Open University, Los Baños, Laguna, Philippines


Mari Cris O. Lim

University of the Philippines Open University, Los Baños, Laguna, Philippines

ABSTRACT

PAST ISSUES

A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth.


KEYWORDS: online learning action cell session, Tagumpay National High School Teachers, professional development

SUGGESTED CITATION:

Medina, A. M., Camposagrado, A. E., & Lim, M. C. (2022). A Phenomenological Study of the Lived Experiences of Tagumpay National High School Teachers Involved in Online Learning Action Cell Session. Universal Journal of Educational Research, 1(3), 142-154.

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