Journey to Mastery: Understanding the Lived Experiences of Novice English Teachers in Handling Practical Research Subject in Senior High School

Teaching is a professional and dynamic calling that demands not only pedagogical content
knowledge but also the capacity to identify and apply recent methods based on evidence-based
research activities. Practical research is an applied course in the K to 12 senior high school
curriculum that equips students with basic inquiry, analysis, and academic writing skills. This study
explored the lived experiences of novice English teachers tasked to handle Practical Research subject
in senior high schools in Santa Rosa, Laguna. These teachers have been accorded limited training in
research teaching, so they typically encounter many challenges, including inadequate preparation,
inadequate resources, and managing multiple roles. This research aims to identify how these
teachers perform their roles, manage challenges, and become involved in research despite being
novices. Utilizing a qualitative phenomenological approach, data were collected through semi
structured interviews with ten (10) selected novice English teachers. Purposeful non-random
sampling and snowball non-probability sampling were utilized to ensure the particular selection of
the participants. Braun and Clarke’s thematic analysis was utilized and revealed ten (10) major
themes, including limited research background, personal and institutional challenges, peer
mentorship, and the demand for self-directed learning. Teachers indicated both motivation and
hesitation was based on a sense of desire to serve students and professional growth, while others
were overwhelmed and disinterested in continuing to teach research. Notwithstanding these mixed
feelings, numerous teachers expressed resilience and a sense of commitment to continuous
improvement. The research concluded that particular assistance, guidelines-oriented training, better
facilities, and brief research guidelines were necessary to prepare novice teachers effectively. The
findings also have implications for teacher development programs and education policy, especially
in creating a supportive environment for research involvement and professional development.