UNDERSTANDING THE VOYAGE OF DISTRICT RESEARCH COORDINATORS: A PHENOMENOLOGY

Education

The purpose of this research was to explore and understand the experiences, challenges, coping mechanisms and insights of five District Research Coordinators serving in public schools in Davao de Oro. Using a phenomenological approach, in-depth interviews were conducted with selected DRCs to answer key research questions related to role execution, mentoring practices, leadership development, institutional support, and research impact. Findings revealed that while DRCs experienced a mixture of joy and challenges, they remained committed to promoting research culture despite issues such as unclear role definitions, time constraints, limited incentives, and lack of systemic support. Coordinators demonstrated resilience through strategic time management, collaboration, proactive capacity building, and seeking peer assistance. They found fulfillment in mentoring, influencing school-based change, and contributing to research-driven improvements. Aspirations centered on institutionalizing their role with proper workload credits, receiving regular training, and crafting policies that address the needs of teachers and learners. The study also emphasized the importance of clear guidelines, structured support, and recognition in enhancing DRC performance. Recommendations called for formal role integration, improved capacity-building programs, sustainable incentive systems, and stronger collaboration among stakeholders to advance educational research at the grassroots level. The findings underscored the role of DRCs as resilient, purpose-driven leaders committed to educational transformation through research.

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