Initiatives of Teachers Handling Research Subject in Senior High School

This study aimed to explore the initiatives of teachers handling the research subject in Senior High School. Specifically, it sought to understand the reasons behind their assignment, their preparations, the challenges they face, the strategies they implement, and their recommendations for improving the teaching process. Using a qualitative phenomenological approach, the study focused on the lived experiences of selected Senior High School teachers from Loyola School of Don Carlos, Inc. Data were gathered through surveys using open-ended questionnaires and analyzed using thematic analysis to identify recurring patterns and insights. The findings revealed that teachers were primarily assigned based on their academic background and experience in research. To prepare, they engaged in continuous learning and careful lesson planning. Common challenges included student difficulties in understanding research concepts, limited instructional time, and resource constraints. In response, teachers adopted active learning strategies, collaborative activities, and simplification techniques to support student learning. They also emphasized the need for professional growth and administrative support. The study recommends providing structured training for teachers, simplifying the curriculum, increasing resource availability, and establishing mentorship programs. Strengthening institutional support and allocating sufficient instructional time can further enhance the quality of research education in Senior High School.