A narrative research of experiences of STEM teachers pursuing doctoral degree

https://doi.org/10.35912/jshe.v4i3.1567
Published: May 7, 2024

Abstract:

Purpose: The main purpose of this study is to explore the experiences, struggles, and coping mechanisms of educators currently pursuing doctoral degrees.

Research methodology: This narrative research explored the experiences of three (3) STEM teachers in the Division of San Pablo City, who are also enrolled as doctoral students in a private graduate school. Participants were selected through purposive sampling and underwent one-on-one in-person interviews. To better understand STEM-aligned teachers' experiences in teaching vis-à-vis their doctoral education, the Colaizzi method of analysis was utilized.

Results: Five themes emerged in this study: (1) practical reasons such as promotion and higher salary cause participants to take doctoral education; (2) challenges such as expensive education, heavy workload, distress, struggles, and strictness of professors are experienced by doctoral students; (3) intrapersonal motivation fuels participants in learning and teaching; (4) cultivating professionally; and (5) personally are what the participants see as benefits of pursuing doctoral education.

Limitations: The programs of the participants in their doctoral education were not explicitly specified. Findings may be different if participants take a degree related to their specialization (e.g., science education, mathematics, etc.). In addition, the experiences of teachers teaching in private schools who are pursuing doctoral education may also be explored for comparison of experiences.

Contribution: This research could be beneficial to educational institutions where doctoral students teach by adapting to more open policies and regulations that can help teachers attend schools. Moreover, graduate schools may mandate working-student-friendly schedules and policies regarding deadlines and tasks.

Keywords:
1. Doctoral degree
2. teachers
3. education
4. experiences
5. STEM
Authors:
1 . John Nathaniel F. Abrigo
San Pablo City Science Integrated High School, Philippines
2 . Alyhana Ashleigh A. Abrogena
San Pablo City Science Integrated High School, Philippines
3 . Daedan Ryu E. Alcantara
San Pablo City Science Integrated High School, Philippines
4 . Niela Alena V. De Gracia
San Pablo City Science Integrated High School, Philippines
5 . Allissa C. Juliano
San Pablo City Science Integrated High School, Philippines
6 . Zohail I. Ador
San Pablo City Science Integrated High School, Philippines
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How to Cite
Abrigo, J. N. F., Abrogena, A. A. A., Alcantara, D. R. E., Gracia, N. A. V. D., Juliano, A. C., & Ador, Z. I. (2024). A narrative research of experiences of STEM teachers pursuing doctoral degree. Journal of Social, Humanity, and Education, 4(3), 153–168. https://doi.org/10.35912/jshe.v4i3.1567
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Issue & Section
Vol. 4 No. 3 (2024): May
Articles
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References

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    Alabas, R. (2011). Social studies teachers’ conception of postgraduate education preferences and its contribution to their professions. Procedia-Social and Behavioral Sciences, 15, 2897-2901.

    Amegayibor, G. K. (2021). Training and development methods and organizational performance: A case of the local government organization in Central Region, Ghana. Journal of Social, Humanity, and Education, 2(1), 35-53.

    Andrade, D., Ribeiro, I. J., & Máté, O. (2023). Academic burnout among master and doctoral students during the COVID-19 pandemic. Scientific Reports, 13(1), 4745.

    Arabac?, ?. B., & Ersözlü, A. (2010). Postgraduate students’ perceptions of their supervisors’ mentoring skills (Gaziosmanpa?a University example). Procedia-Social and Behavioral Sciences, 2(2), 4234-4238.

    Arar, K., & Abramowitz, R. (2017). Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college. Journal of Applied Research in Higher Education, 9(4), 616-629.

    Arslan, S., & Fatma, K. (2010). The postgraduate education of teachers and its effects on their instructional activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 1(2).

    Becker, M. W., Alzahabi, R., & Hopwood, C. J. (2013). Media multitasking is associated with symptoms of depression and social anxiety. Cyberpsychology, behavior, and social networking, 16(2), 132-135.

    Bridgestock, L. (2022). The Benefits of Studying a Postgraduate Degree. Retrieved from https://www.topuniversities.com/student-info/careers-advice/benefits-studying-postgraduate-degree

    Brock, W. (1986). Renate Simpson, How the PhD came to Britain. A century of struggle for postgraduate education, Guildford, Society for Research in to Higher Education, 1983, 8vo, pp. 204,£ 9.75 (paperback). Medical History, 30(1), 108-109.

    Clandinin, D. J. (2006). Handbook of narrative inquiry: Mapping a methodology: Sage Publications.

    Cremin, L. A. (1978). The education of the educating professions.

    Cumings Mansfield, K., Welton, A., Lee, P. L., & Young, M. D. (2010). The lived experiences of female educational leadership doctoral students. Journal of Educational Administration, 48(6), 727-740.

    Darling-Hammond, L., Ancess, J., & Ort, S. W. (2002). Reinventing high school: Outcomes of the coalition campus schools project. American educational research journal, 39(3), 639-673.

    David, A. P., Reyes, Z. Q., Miranda, P. A., Nalipay, M. J. N., Ancho, I. V., & Roxas, M. M. (2020). Graduate teacher education in the Philippines: Observations and prospects. The Normal Lights, 14(2).

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    Elbaz-Luwisch, F. (2007). Studying teachers’ lives and experience. Handbook of narrative inquiry: Mapping a methodology, 357-382.

    Gardner, S. K., & Gopaul, B. (2012). The part-time doctoral student experience. International Journal of Doctoral Studies, 7, 63.

    Gershenson, S., & Holt, S. (2022). How much do teachers struggle with stress and burnout? Retrieved from https://www.brookings.edu/articles/how-much-do-teachers-struggle-with-stress-and-burnout/

    Gorvett, Z. (2020). How solitude and isolation can affect your social skills. Retrieved from https://www.bbc.com/future/article/20201022-how-solitude-and-isolation-can-change-how-you-think

    Green, H., & Powell, S. (2005). Doctoral study in contemporary higher education: McGraw-Hill Education (UK).

    Hancock, D. R., Black, T., & Bird, J. J. (2006). A Study of Factors that Influence Teachers to Become School Administrators. Journal of Educational Research & Policy Studies, 6(1), 91-105.

    ?nel-Ekici, D., Ekici, M., & Can, ?. (2020). The examination of pre-service teachers’ views, expectations, and awareness about postgraduate education. SDU International Journal of Educational Studies, 7(2), 212-227.

    Ion, G., & Iucu, R. (2016). The impact of postgraduate studies on the teachers’ practice. European Journal of Teacher Education, 39(5), 602-615.

    Jamadar, S., Thienel, R., & Karayanidis, F. (2015). Task switching processes. Brain mapping: An encyclopedic reference, 3, 327-335.

    Jamali, S. M., Ale Ebrahim, N., & Jamali, F. (2023). The role of STEM Education in improving the quality of education: A bibliometric study. International Journal of Technology and Design Education, 33(3), 819-840.

    Johnson, O., Marus, E., Adyanga, A. F., & Ayiga, N. (2023). The experiences and challenges of Doctoral Education in Public Universities compared. Journal of Social, Humanity, and Education, 3(3), 237-252.

    Kaur, S., & Sidhu, G. K. (2009). A Qualitative Study of Postgraduate Students' Learning Experiences in Malaysia. International Education Studies, 2(3), 47-56.

    Kennett, D. J., Reed, M. J., & Lam, D. (2011). The importance of directly asking students their reasons for attending higher education. Issues in Educational Research, 21(1), 65-74.

    Khaneghahi, S., Nasripour, F., & MahmoudZehi, M. A. (2022). Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19. Journal of Social, Humanity, and Education, 2(3), 269-281.

    Kissling, M. T. (2014). Now and then, in and out of the classroom: Teachers learning to teach through the experiences of their living curricula. Teaching and Teacher Education, 44, 81-91.

    Kowalczuk-Wal?dziak, M., Lopes, A., Menezes, I., & Tormenta, N. (2017). Teachers pursuing a doctoral degree: Motivations and perceived impact. Educational Research, 59(3), 335-352.

    Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.

    Lindley, J., & Machin, S. J. (2011). Rising wage inequality and postgraduate education.

    Løvoll, H. S., Røysamb, E., & Vittersø, J. (2017). Experiences matter: Positive emotions facilitate intrinsic motivation. Cogent Psychology, 4(1), 1340083.

    Magno, C. (2010). Looking at Filipino pre-service teachers’ value for education through epistemological beliefs about learning and Asian values. The Asia-Pacific Education Researcher, 19(1), 61-78.

    Marek, S., & Dosenbach, N. U. (2022). The frontoparietal network: function, electrophysiology, and importance of individual precision mapping. Dialogues in clinical neuroscience.

    Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM education, 6(1), 1-16.

    McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, S., . . . Barmer, A. (2019). The Condition of Education 2019. NCES 2019-144. National Center for Education Statistics.

    Monsell, S. (2003). Task switching. Trends in cognitive sciences, 7(3), 134-140.

    Moore, L. (2022). How Teachers Can Advance Their Careers with a Doctorate in Education. Retrieved from https://www.graduateprogram.org/2019/07/how-teachers-can-advance-their-career-with-a-doctorate-in-education/

    Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The psychologist, 28(8), 643-644.

    Nguyen, T. P. L., Nguyen, T. H., & Tran, T. K. (2020). STEM education in secondary schools: Teachers’ perspective towards sustainable development. Sustainability, 12(21), 8865.

    Ofqual. (2015). Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations and All Qualifications. Retrieved from https://dera.ioe.ac.uk/id/eprint/24327/1/qualification-and-component-levels.pdf

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    Pikos-Sallie, T. J. (2018). The personal and professional benefits and challenges for Saudi academics after postgraduate study abroad: Implications for higher education reform in the Kingdom of Saudi Arabia. Murdoch University.

    Posselt, J. (2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and well-being. The journal of higher education, 89(6), 988-1013.

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    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

    Samsudin, M. A., Jamali, S. M., Md Zain, A. N., & Ale Ebrahim, N. (2020). The effect of STEM project based learning on self-efficacy among high-school physics students. Journal of Turkish Science Education, 16(1), 94-108.

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    Sastrawan, H., Dewi, F. G., & Yuliansyah, Y. (2020). The effect of budgetary participation on managerial performance: internal control and organizational commitments as intervening variables. Journal of Social, Humanity, and Education, 1(1), 39-51.

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    Strobach, T., Liepelt, R., Schubert, T., & Kiesel, A. (2012). Task switching: effects of practice on switch and mixing costs. Psychological research, 76, 74-83.

    Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810.

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    USTP. (2022). Enrollment Statistics. Retrieved from https://www.ustp.edu.ph/facts-figures/enrollment-statistics/

    Vural, Ö. F., & Ba?aran, M. (2021). The reasons for teachers’ preference for Master’s degree: Teachers’ preference for Master’s degree. International Journal of Curriculum and Instruction, 13(1), 589-613.

    White, D. W. (2014). What is STEM education and why is it important. Florida Association of Teacher Educators Journal, 1(14), 1-9.

    Winger, A. (2000). Stimulating the Supply and Building the Capacity of New Schools and School Developers: Recommendations for the Design and Implementation of a New Schools Incubator.

    Yeung, N., & Monsell, S. (2003). The effects of recent practice on task switching. Journal of Experimental Psychology: Human Perception and Performance, 29(5), 919.

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  2. Alabas, R. (2011). Social studies teachers’ conception of postgraduate education preferences and its contribution to their professions. Procedia-Social and Behavioral Sciences, 15, 2897-2901.
  3. Amegayibor, G. K. (2021). Training and development methods and organizational performance: A case of the local government organization in Central Region, Ghana. Journal of Social, Humanity, and Education, 2(1), 35-53.
  4. Andrade, D., Ribeiro, I. J., & Máté, O. (2023). Academic burnout among master and doctoral students during the COVID-19 pandemic. Scientific Reports, 13(1), 4745.
  5. Arabac?, ?. B., & Ersözlü, A. (2010). Postgraduate students’ perceptions of their supervisors’ mentoring skills (Gaziosmanpa?a University example). Procedia-Social and Behavioral Sciences, 2(2), 4234-4238.
  6. Arar, K., & Abramowitz, R. (2017). Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college. Journal of Applied Research in Higher Education, 9(4), 616-629.
  7. Arslan, S., & Fatma, K. (2010). The postgraduate education of teachers and its effects on their instructional activities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 1(2).
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  19. Gardner, S. K., & Gopaul, B. (2012). The part-time doctoral student experience. International Journal of Doctoral Studies, 7, 63.
  20. Gershenson, S., & Holt, S. (2022). How much do teachers struggle with stress and burnout? Retrieved from https://www.brookings.edu/articles/how-much-do-teachers-struggle-with-stress-and-burnout/
  21. Gorvett, Z. (2020). How solitude and isolation can affect your social skills. Retrieved from https://www.bbc.com/future/article/20201022-how-solitude-and-isolation-can-change-how-you-think
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  23. Hancock, D. R., Black, T., & Bird, J. J. (2006). A Study of Factors that Influence Teachers to Become School Administrators. Journal of Educational Research & Policy Studies, 6(1), 91-105.
  24. ?nel-Ekici, D., Ekici, M., & Can, ?. (2020). The examination of pre-service teachers’ views, expectations, and awareness about postgraduate education. SDU International Journal of Educational Studies, 7(2), 212-227.
  25. Ion, G., & Iucu, R. (2016). The impact of postgraduate studies on the teachers’ practice. European Journal of Teacher Education, 39(5), 602-615.
  26. Jamadar, S., Thienel, R., & Karayanidis, F. (2015). Task switching processes. Brain mapping: An encyclopedic reference, 3, 327-335.
  27. Jamali, S. M., Ale Ebrahim, N., & Jamali, F. (2023). The role of STEM Education in improving the quality of education: A bibliometric study. International Journal of Technology and Design Education, 33(3), 819-840.
  28. Johnson, O., Marus, E., Adyanga, A. F., & Ayiga, N. (2023). The experiences and challenges of Doctoral Education in Public Universities compared. Journal of Social, Humanity, and Education, 3(3), 237-252.
  29. Kaur, S., & Sidhu, G. K. (2009). A Qualitative Study of Postgraduate Students' Learning Experiences in Malaysia. International Education Studies, 2(3), 47-56.
  30. Kennett, D. J., Reed, M. J., & Lam, D. (2011). The importance of directly asking students their reasons for attending higher education. Issues in Educational Research, 21(1), 65-74.
  31. Khaneghahi, S., Nasripour, F., & MahmoudZehi, M. A. (2022). Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19. Journal of Social, Humanity, and Education, 2(3), 269-281.
  32. Kissling, M. T. (2014). Now and then, in and out of the classroom: Teachers learning to teach through the experiences of their living curricula. Teaching and Teacher Education, 44, 81-91.
  33. Kowalczuk-Wal?dziak, M., Lopes, A., Menezes, I., & Tormenta, N. (2017). Teachers pursuing a doctoral degree: Motivations and perceived impact. Educational Research, 59(3), 335-352.
  34. Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879.
  35. Lindley, J., & Machin, S. J. (2011). Rising wage inequality and postgraduate education.
  36. Løvoll, H. S., Røysamb, E., & Vittersø, J. (2017). Experiences matter: Positive emotions facilitate intrinsic motivation. Cogent Psychology, 4(1), 1340083.
  37. Magno, C. (2010). Looking at Filipino pre-service teachers’ value for education through epistemological beliefs about learning and Asian values. The Asia-Pacific Education Researcher, 19(1), 61-78.
  38. Marek, S., & Dosenbach, N. U. (2022). The frontoparietal network: function, electrophysiology, and importance of individual precision mapping. Dialogues in clinical neuroscience.
  39. Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: a systematic literature review. International Journal of STEM education, 6(1), 1-16.
  40. McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, S., . . . Barmer, A. (2019). The Condition of Education 2019. NCES 2019-144. National Center for Education Statistics.
  41. Monsell, S. (2003). Task switching. Trends in cognitive sciences, 7(3), 134-140.
  42. Moore, L. (2022). How Teachers Can Advance Their Careers with a Doctorate in Education. Retrieved from https://www.graduateprogram.org/2019/07/how-teachers-can-advance-their-career-with-a-doctorate-in-education/
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  45. Ofqual. (2015). Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations and All Qualifications. Retrieved from https://dera.ioe.ac.uk/id/eprint/24327/1/qualification-and-component-levels.pdf
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  47. Pikos-Sallie, T. J. (2018). The personal and professional benefits and challenges for Saudi academics after postgraduate study abroad: Implications for higher education reform in the Kingdom of Saudi Arabia. Murdoch University.
  48. Posselt, J. (2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and well-being. The journal of higher education, 89(6), 988-1013.
  49. Ramil-Sanchez. (2022). CHED Caraga Statistical Bulletin 2009-2010. Retrieved from https://dokumen.tips/documents/ched-caraga-statistical-bulletin-2009-2010.html?page=2
  50. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
  51. Samsudin, M. A., Jamali, S. M., Md Zain, A. N., & Ale Ebrahim, N. (2020). The effect of STEM project based learning on self-efficacy among high-school physics students. Journal of Turkish Science Education, 16(1), 94-108.
  52. Sarabia, A., & Collantes, L. M. (2020). Work-related stress and teaching performance of teachers in selected school in the Philippines. Indonesian Research Journal in Education| IRJE, 6-27.
  53. Sastrawan, H., Dewi, F. G., & Yuliansyah, Y. (2020). The effect of budgetary participation on managerial performance: internal control and organizational commitments as intervening variables. Journal of Social, Humanity, and Education, 1(1), 39-51.
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  56. Siswanto, H., Hasan, H., Sowiyah, S., & Ridwan, R. (2020). The influence of principal performance on teachers’ pedagogical competence. Journal of Social, Humanity, and Education (JSHE), 1(1), 13-26.
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  59. Strobach, T., Liepelt, R., Schubert, T., & Kiesel, A. (2012). Task switching: effects of practice on switch and mixing costs. Psychological research, 76, 74-83.
  60. Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810.
  61. USNEI. (2020). Structure of the U.S. Education System: Research Doctorate Degrees. Retrieved from https://web.archive.org/web/20120127015732/http://www2.ed.gov/about/offices/list/ous/international/usnei/us/doctorate.doc
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  63. Vural, Ö. F., & Ba?aran, M. (2021). The reasons for teachers’ preference for Master’s degree: Teachers’ preference for Master’s degree. International Journal of Curriculum and Instruction, 13(1), 589-613.
  64. White, D. W. (2014). What is STEM education and why is it important. Florida Association of Teacher Educators Journal, 1(14), 1-9.
  65. Winger, A. (2000). Stimulating the Supply and Building the Capacity of New Schools and School Developers: Recommendations for the Design and Implementation of a New Schools Incubator.
  66. Yeung, N., & Monsell, S. (2003). The effects of recent practice on task switching. Journal of Experimental Psychology: Human Perception and Performance, 29(5), 919.