An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs

Janice Colebra; Elena De Luna

doi:10.29064/ijma.1761633

TR EN

An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs

Abstract

School administrators play a pivotal role in fostering a strong research culture within educational institutions, directly impacting the success of teacher research programs. This study developed the Support, Engagement, and Commitment (SEC)-Driven Teacher Research Program Model to guide school leaders in effectively launching and sustaining teacher research initiatives. Conducted during School Year 2024–2025 in the Schools Division of Samar, the study utilized a sequential explanatory mixed-methods design. In the quantitative phase, a descriptive–correlational survey was administered to 106 secondary school administrators using a validated questionnaire (Cronbach’s α = 0.98). This was followed by a qualitative phase utilizing phenomenological interviews to generate deeper insights and contextualize the quantitative findings. Key quantitative findings revealed that while administrators highly value teacher research and extend strong administrative and networking support, their provision of financial, technical, and dissemination resources was comparatively weaker. Administrators showed moderate levels of engagement and commitment, with a greater inclination toward conducting research and staying informed than in actively disseminating findings or attending conferences. Correlation analysis confirmed significant positive relationships among administrators’ support, engagement, and commitment. The qualitative phase, analyzed through Colaizzi’s method, reinforced these findings, surfacing challenges such as heavy workloads, time constraints, and limited resources. By integrating both phases, the study formulated the SEC-Driven Teacher Research Program Model, which underscores the interconnectedness of administrative support, engagement, and commitment in nurturing research-oriented schools. The study recommends the adoption of the SEC model, targeted training for administrators, increased financial and technical support, systemic workload management, and strengthened capacity-building in research mentorship to advance teacher research culture.

Keywords

An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs

Abstract

School administrators play a pivotal role in fostering a strong research culture within educational institutions, directly impacting the success of teacher research programs. This study developed the Support, Engagement, and Commitment (SEC)-Driven Teacher Research Program Model to guide school leaders in effectively launching and sustaining teacher research initiatives. Conducted during School Year 2024–2025 in the Schools Division of Samar, the study utilized a sequential explanatory mixed-methods design. In the quantitative phase, a descriptive–correlational survey was administered to 106 secondary school administrators using a validated questionnaire (Cronbach’s α = 0.98). This was followed by a qualitative phase utilizing phenomenological interviews to generate deeper insights and contextualize the quantitative findings. Key quantitative findings revealed that while administrators highly value teacher research and extend strong administrative and networking support, their provision of financial, technical, and dissemination resources was comparatively weaker. Administrators showed moderate levels of engagement and commitment, with a greater inclination toward conducting research and staying informed than in actively disseminating findings or attending conferences. Correlation analysis confirmed significant positive relationships among administrators’ support, engagement, and commitment. The qualitative phase, analyzed through Colaizzi’s method, reinforced these findings, surfacing challenges such as heavy workloads, time constraints, and limited resources. By integrating both phases, the study formulated the SEC-Driven Teacher Research Program Model, which underscores the interconnectedness of administrative support, engagement, and commitment in nurturing research-oriented schools. The study recommends the adoption of the SEC model, targeted training for administrators, increased financial and technical support, systemic workload management, and strengthened capacity-building in research mentorship to advance teacher research culture.

Keywords

Project Number

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Ethical Statement

Given the nature of the research topic and the potential for participants to share personal and professional information, it was essential to prioritize ethical considerations throughout the study. Informed consent was obtained from all participants, ensuring they understood the purpose of the study, potential risks and benefits, and their right to withdraw. Confidentiality and security measures were implemented to protect participants' identities and data. Ethical approval from the institution’s ethics committee was necessary to ensure adherence to ethical guidelines. Specific ethical considerations for mixed-methods research included data integration, qualitative interviews, and data analysis. Several measures were employed to ensure the trustworthiness of the qualitative data. Credibility was established through prolonged engagement with the data, member checking (allowing participants to review and confirm the accuracy of their transcribed interviews and the researcher's interpretations), and triangulation of data sources (comparing information from interviews with questionnaire results). Transferability was addressed by providing rich, thick descriptions of the context and participants, enabling readers to assess the applicability of the findings to other settings. Dependability was ensured through a detailed documentation process, documenting the research process and decisions made throughout the study. Confirmability was achieved by maintaining objectivity and documenting how interpretations were derived from the data, minimizing researcher bias. Additionally, reflexive journaling was maintained to keep track of the researcher's own biases and assumptions throughout the study.

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Details

Primary Language

English

Subjects

Education Management

Journal Section

Research Article

Authors

Janice Colebra ^*
0009-0001-8617-6781
Philippines

Elena De Luna This is me
0009-0007-2141-0243
Philippines

Early Pub Date

September 26, 2025

Publication Date

September 30, 2025

Submission Date

August 9, 2025

Acceptance Date

September 7, 2025

Published in Issue

Year 2025 Volume: 9 Number: 18

DOI

https://doi.org/10.29064/ijma.1761633

IZ

https://izlik.org/JA65UX57EM

Cite

RIS / Bibtex

APA

Colebra, J., & De Luna, E. (2025). An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs. International Journal of Management and Administration, 9(18), 98-144. https://doi.org/10.29064/ijma.1761633

AMA

1.Colebra J, De Luna E. An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs. IJMA. 2025;9(18):98-144. doi:10.29064/ijma.1761633

Chicago

Colebra, Janice, and Elena De Luna. 2025. “An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs”. International Journal of Management and Administration 9 (18): 98-144. https://doi.org/10.29064/ijma.1761633.

EndNote

Colebra J, De Luna E (September 1, 2025) An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs. International Journal of Management and Administration 9 18 98–144.

IEEE

[1]J. Colebra and E. De Luna, “An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs”, IJMA, vol. 9, no. 18, pp. 98–144, Sept. 2025, doi: 10.29064/ijma.1761633.

ISNAD

Colebra, Janice - De Luna, Elena. “An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs”. International Journal of Management and Administration 9/18 (September 1, 2025): 98-144. https://doi.org/10.29064/ijma.1761633.

JAMA

1.Colebra J, De Luna E. An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs. IJMA. 2025;9:98–144.

MLA

Colebra, Janice, and Elena De Luna. “An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs”. International Journal of Management and Administration, vol. 9, no. 18, Sept. 2025, pp. 98-144, doi:10.29064/ijma.1761633.

Vancouver

1.Janice Colebra, Elena De Luna. An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs. IJMA. 2025 Sep. 1;9(18):98-144. doi:10.29064/ijma.1761633