This single case study aimed to describe and explore the experiences of public elementary school teachers regarding the influence of research on their professional growth. The participants were five teachers from H.N. Cahilsot Central Elementary School II in the Division of General Santos City. The study explored the views, feelings, and insights regarding their research capability. Despite varying backgrounds and teaching styles, all teachers commonly struggled with skills deficiency, correctly setting priorities, and the overwhelming pressure from heavy workloads and rigid research procedures. They often struggled to prioritize research writing alongside their teaching responsibilities. Feelings of emotional strain were evident. However, teachers drew strength from their self-motivation, reflective adaptation, and increased supportive systems from the mentors and colleagues. Their ability to rise above obstacles showed a strong resilience, allowing them to push forward even when the workload became too much to bear. Rather than giving up, they demonstrated persistence, adapting to each challenge with courage and determination. Many embraced proactive strategies such as exploring academic resources and setting personal goals to complete their research. Insights showed that research played a pivotal role in their professional journeys. It helped them improve their teaching methods, broaden their understanding of student needs, make teaching more effective, improve classroom management, and foster better collaboration with colleagues. Teachers realized that conducting research required careful attention to small details. More importantly, they viewed research as a path to self-improvement and long-term professional growth. Through determination and adaptability, these teachers transformed a demanding task into a meaningful experience that enhanced their instructional practices and confidence as educators. Article visualizations:
Lastra et al. (Sun,) studied this question.
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