CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

 Introduces the study and signifies its

importance to create an interest and intense
desire on the reader to know more about the
investigation
 May composed of three of four paragraphs or

more which will enable the readers to see the

background of the study
 A minimum of two to three citations to the

literature per paragraph is advisable

Suggested Guidelines

 First paragraph – to provide readers a mental

readiness, thus giving the information as to what the
problem of the research is all about
 Second paragraph – carries the greater part of the

introduction and the problem that is used as a frame

of reference
 Third paragraph – revolves around the various

conditions that accompany and determine the

purpose of the study
 Fourth paragraph – a sort of closing portion that

arouses the curiosity and interest of the readers to

know the results of the study
How to write a good qualitative
purpose statement:
  A statement that provides the major
objective or intent or roadmap to the study.
Fulfill the following criteria:
 Single sentence
 Include the purpose of the study
 Include the central phenomenon
 Use qualitative words e.g. explore,

understand, discover
 Note the participants (if any)
 State the research site
Assumptions

 Assumptions are self-evident truths.  In a

qualitative study, it may be assumed that
participants be highly qualified in the study. 
It can be assumed that participants will
answer truthfully and accurately to the
interview questions based on their personal
experience, and that participants will respond
honestly and to the best of their individual
abilities.
Scope and Delimitations

 Scope is the extent of the study and contains

measurements. In a qualitative study this would
include the number of participants, the
geographical location, and other pertinent
numerical data.
 Delimitations are limitations on the research
design imposed deliberately by the researcher.
Delimitations in a social sciences study would
be such things as the specific school district
where a study took place, or in a scientific
study, the number of repetitions.
Significance of the Study

 The significance is a statement of why it is

important to determine the answer to the gap
in the knowledge, and is related to improving
the human condition. The contribution to the
body of knowledge is described, and
summarizes who will be able to use the
knowledge to make better decisions, improve
policy, advance science, or other uses of the
new information. The “new” data is the
information used to fill the gap in the
knowledge.
Definition of Terms

 The definition of terms is written for

knowledgeable peers, not people from other
disciplines. As such, it is not the place to fill
pages with definitions that knowledgeable
peers would know at a glance. Instead, define
terms that may have more than one meaning
among knowledgeable peers.
 Sentence format and alphabetize
LEARNING FROM OTHERS AND
REVIEWING LITERATURE
Guidelines in Citing Related
Literature and Studies
 A. Characteristics of the Materials Cited
1. The materials must be as recent as
possible. (not later than 2014)
2. Materials must be as objective and
unbiased as possible.
3. Materials must be relevant to the study.
4. Materials must not be too be few but not
too many. ( 3 for local and 3 for foreign
literature and 3 for local and 3 for foreign
studies)
B. Ways of Citing Related Literature and Studies

 By author or writer. In this method the ideas,

facts, or principles, although they have the same
meaning, are explained or discussed separately
and cited in the references/ bibliography with
their respective authors or writers.
Examples:
 According to Enriquez, praise helps much in
learning, etc., (Enriquez, 1981)
 Maglaque found out that praise is an important
factor in learning, etc., (Maglaque, 1984)
 By topic. In this case, if different authors or
writers have the same opinion about the
same topic, the topic is discussed and cited
under the names of the authors or writers.
This is a summary of their opinions. This is to
avoid separate and long discussions of the
same topic.
 Chronological. Related materials may also be
cited chronologically, that is, according to the
year they were written. Materials which were
written earlier should be cited first before
those which were written later. This can be
done especially when citation is by author or
writer.
C. What to Cite


It should be emphasized that only the

major findings, ideas, generalizations,
principles, or conclusions in related materials
relevant to the problem under investigation
should be discussed in this chapter.
Generally, such findings, ideas,
generalizations, principles, or conclusions are
summarized, paraphrased, or synthesized.
American Psychological Association
(APA) Style Guide
 When the names of the authors of a source are
part of the formal structure of the sentence, the
year of publication appears in parentheses
following the identification of the authors.
Consider the following example:
◦ Wirth and Mitchell (1994) found that although there was
a reduction in insulin dosage over a period of two weeks
in the treatment condition compared to the control
condition, the difference was not statistically significant.
 [Note: and is used when multiple authors are
identified as part of the formal structure of the
sentence.
 When the authors of a source are not part of
the formal structure of the sentence, both
the authors and year of publication appear
in parentheses. Consider the following
example: 
◦ Reviews of research on religion and health have
concluded that at least some types of religious
behaviors are related to higher levels of physical
and mental health (Gartner, Larson, & Allen,
1991).
 When a source that has two authors is cited, both
authors are included every time the source is cited.
 When a source that has three, four, or five authors

is cited, all authors are included the first time the

source is cited. When that source is cited again, the
first author’s surname and “et al.” are used.
Consider the following example:
◦ Reviews of research on religion and health have
concluded that at least some types of religious behaviors
are related to higher levels of physical and mental health
(Payne, Bergin, Bielema, & Jenkins, 1991). Payne et al.
(1991) showed that …
 Every effort should be made to cite only sources
that you have actually read. When it is necessary
to cite a source that you have not read (“Grayson”
in the following example) that is cited in a source
that you have read (“Murzynski & Degelman” in
the following example), use the following format
for the text citation and list only the source you
have read in the References list:
◦ Grayson (as cited in Murzynski & Degelman, 1996)
identified four components of body language that were
related to judgments of vulnerability.
 To cite a Web document, use the author-
date format. If no author is identified, use
the first few words of the title in place of
the author. If no date is provided, use “n.d.”
in place of the date. Consider the following
examples:
◦ Degelman (2009) summarizes guidelines for the
use of APA writing style.Changes in Americans’
views of gender status differences have been
documented (Gender and Society, n.d.).
 To cite an entire website, give the address
of the site in the text. Example:
◦ Eric Chudler’s excellent Neuroscience for Kids
(http://faculty.washington.edu/chudler/neurok.ht
ml) is definitely not only for kids!
◦ [Note: No entry in the References list is needed
for the website.]
 To cite the Bible, provide the book, chapter,
and verse. The first time the Bible is cited in
the text, identify the version used. Consider
the following example:
◦ “You are forgiving and good, O Lord, abounding
in love to all who call to you” (Psalm 86:5, New
International Version).
◦ [Note: No entry in the References list is needed
for the Bible.]
D. Quoting a Material


A material may be quoted if the idea conveyed is

so perfectly stated or it is controversial and it is not
too long. It is written single spaced with wider
margins at the left and right sides of the paper but
without any quotation marks.

Example: Suppose the following is a quotation: Said

Enriquez,
Praise is an important factor in children’s learning. It
encourages them to study their lessons harder.
Praise, however, should be given appropriately.
What is Plagiarism?

 Plagiarism is the act of passing off

somebody else’s ideas, thoughts, pictures,
theories, words, or stories as your own. If a
researcher plagiarizes the work of others, they
are bringing into question the integrity, ethics,
and trustworthiness of the sum total of his or
her research. In addition, plagiarism is both an
illegal act and punishable, considered to be on
the same level as stealing from the author that
which he or she originally created.
ETHICAL GUIDELINES

A researcher preparing a written manuscript

should cite the original source if he or she:
 Quotes another person’s actual words, either oral

or written;
 Paraphrases another person’s words, either oral

or written;
 Uses another person’s idea, opinion, or theory; or
 Borrows facts, statistics, or other illustrative

material, unless the information is common

knowledge.
What is a Literature Review?

 It presents the information needed to support

the study.
 It represents a synthesis and critical

assessment related to a particular topic

 It discusses published information in a

particular subject area, and sometimes

information in a particular subject area within
a certain time period.
 The literature and studies are both foreign and
local which have significant bearings on the study.
 It involves systematic process that requires
careful reading.
 It attempts to determine what others have learned
about the research problem.
 It should be presented in a topical form.
 It involves: organizing and synthesizing what is
currently available, identifying strengths and
weaknesses in the literature, and raise new
questions or address areas not yet covered.
Steps in Conducting a Literature Review

Identifying and limiting the research topic

 Locating what is out there
 Deciding what is critical
 Deciding what is worthy
 Sorting, selecting and organizing the

information
 Writing the review
Related Studies

 They serve as the basis of the analysis of results

because it allows the researcher to compare and
contrast his/ her findings with those of the past studies.
 They can be in the form of theses, dissertations, or
journal articles.
 They are related to the present study when:
 - they use the same variables and concepts and
 - they have same subject/topic of the study.
 The following data should be included: name of author,
and the date and setting as in when and where the study
was conducted, title, and the salient findings
(conclusions and recommendations).
Expressions that may help express related literature and
studies

 In 2006, Cruz made a survey of the …

 Santos (2008) used …
 Sevilla (2006) suggested that…
 Perez and Cruz (2007) postulated that …
 Aguilar’s suggestion focused on …
 Adelante (2010) directed that …
 Local. Canedo (2014) claimed that the dependence on
migrant skilled teachers in developed countries was
leading aggressive recruitment strategies by their
governments, recruitment agencies, and private schools
themselves. Aside from that, the Philippine school
system uses English as an official second language. The
exporting of teachers abroad causes local schools to
suffer from shortage of teachers. According to GMA
news report in 2012, there is a woeful average of 1:65
teacher – student ratio, a 3: 1 student – book ratio,
cramped classrooms, dirty toilets, and underpaid
teachers. These conditions urged competent teachers to
go abroad than staying in the country.
 Foreign. Sharma (2012) explained that emigration of qualified
teachers from developing countries is a double loss for the source
countries, not only leading to emigration of high-skill labour but also
affecting their future developmental base when these countries are
already struggling to meet the millennium development goals (MDGs)
in education.
The developed countries facing shortage of teachers, are actively
recruiting from the developing countries like India to fill the gaps in
the demand and supply of teachers. The shortages are caused by
demand supply imbalances due to unattractiveness of the teaching
profession, mass retirement of the baby-boom population of
teachers, and high rates of teacher turnover in the recruiting
countries. Such circumstances compel them to recruit teachers from
other countries, creating an international market for teachers
comprising the recruiting countries, source countries, the teachers,
and the recruiting agents.
STUDIES
 Local. Elumba – Lim (2011) concluded in her study that overseas labor
migration has enabled many Filipinos to meet the needs of their
families. However, her findings suggested that immigration also
adversely impacts the well-being of immigrant families. Results of her
study indicated that both lack of family closeness and children’s level
of satisfaction with their upbringing were significantly associated with
depression or suicide-related behaviors; the interaction between
closeness and satisfaction, however, did not significantly predict
negative psychological outcomes. Moreover, although children’s
satisfaction did not contribute to predicting depression above and
beyond family closeness, it significantly accounted for more serious
psychopathology (i.e., prolonged hopelessness and seriousness of
suicidal ideation). The discussion highlights the implications of these
findings on Filipino American mental health. Many Filipino teachers are
aiming to go to the US in the hope that they can migrate there and
bring their whole family with them but not all is a success story.
 Foreign. Cavaratti, Lederett, Lupico and Meter
(2014) postulated that teacher migration and
mobility is not an isolated issue, but one that
is integrally linked to the pursuit of
professional dignity, education quality and
socially just development. While their study
reinforces long-held global union policies that
reject temporary or circular migration
schemes, it also asserts a need to diversify the
vocabulary for describing the cross-border
movement of professionals.
Activity:
 Group: Research for literature and studies
related to your topic.
 Don’t forget to write your sources.
The theoretical framework
 is one of the more infamous components of a
thesis. A good theoretical framework gives
you a strong scientific research base and
provides support for the rest of your thesis. 
The goal of a theoretical framework

 After you have identified your problem statement and

research question(s), it is important to determine
what theories and ideas exist in relation to your
chosen subject.
 By presenting this information, you ‘frame’ your
research and show that you are knowledgeable about
the key concepts, theories, and models that relate to
your topic.
 The theoretical framework also provides scientific
justification for your investigation: it shows that your
research is not just coming “out of the blue,” but that
it is both grounded in and based on scientific theory.
A conceptual framework

 represents the researcher’s synthesis of literature

on how to explain a phenomenon. It maps out the
actions required in the course of the study given
his previous knowledge of other researchers’
point of view and his observations on the subject
of research.
 the conceptual framework lies within a much

broader framework called theoretical framework.

The latter draws support from time-tested theories
that embody the findings of many researchers on
why and how a particular phenomenon occurs.
How to Make the Conceptual Framework

 Choose your topic. Decide on what will be

your research topic. The topic should be
within your field of specialization.
 Do a literature review. Review relevant and

updated research on the theme that you

decide to work on after scrutiny of the issue
at hand. 
 Isolate the important variables. Identify the

specific variables described in the literature

and figure out how these are related. 
 Generate the conceptual framework. Build
your conceptual framework using your mix of
the variables from the scientific articles you
have read. Your problem statement serves as
a reference in constructing the conceptual
framework. In effect, your study will attempt
to answer a question that other researchers
have not explained yet. Your research should
address a knowledge gap.
Conceptual Framework

Sampa (2010) in his study has mentioned that the

large chunk of money OFWs in general remitted is for
the education of their children. As someone who had
been an expatriate teacher for six years, I can attest to
that. I might not have a family of my own but as the
eldest in the family I carried on my shoulders the burden
of sending my siblings to college and I could not have
done that if I have stayed here in the Philippines. I had
my own struggles when I was in Indonesia, but I cannot
imagine the struggles that my fellow teachers who are
mothers experienced. I am an expert only in my own
experiences but how do the others lived theirs?
 Tears are not uncommon to see especially at the
airport and a few days after we came back from the
Philippines to Indonesia.
In Maslow’s hierarchy of needs, physiological needs
are the physical requirements for human survival. If
these requirements are not met, the human body
cannot function properly and will ultimately fail.
Physiological needs are thought to be the most
important; they should be met first
(http//en.wikepedia.org/wiki). If physiological needs
such as food and shelter are not satisfied then people
are most likely not motivated to move forward.
 If you will ask a Filipino expatriate a question, why she/
he works abroad the most common answer will be to put
food on the table, to buy a house, and most importantly
to send their children/ siblings to school.
Elumba – Lim (2011) points out in her study that
overseas labor migration has enabled many Filipinos to
meet the needs of their families. However, her findings
suggest that immigration also adversely impacts the
well-being of immigrant families. The big question is can
the money or material things procured while working
abroad compensate for the lost time and relationship.
Dynamics in relationships change whether with one’s
family, friends, husband, wife, or children.
 It is common to read news or articles about
teachers abroad but most of the times they are
not picturing the real mirror of how they lived
their lives. Others can just presume but the only
experts on their lived experiences are the co-
researchers themselves (Lichtman, 2006).
 In this study I will use the qualitative approach

and will try to describe, understand and

interpret the lived experiences of the Filipino
Expatriate teachers abroad through the eyes of
the co- researchers.
 The research paradigm of this study will
follow the phenomenological research design
by Thomas Groenewald (2004) with the
intention to gather data in the perspectives of
research participants about the phenomenon
of teaching abroad.
Relevance of the Related Literature and Studies to the
Present Study

 Ochs and Yonemura (2012) point out that despite wide

acknowledgement of the important role that teachers
play, current global teacher supply trends are not
encouraging and many countries will not meet their
projected demand for teachers. Teachers migrate to
other countries despite the fact that they are needed in
their own country and this is not only happening to the
Philippines but worldwide. Migration of teacher is a
global phenomenon as clearly seen in the studies and
literature presented in this chapter. The aging
population of Western countries leads to aggressive
recruitment on their part (Sharma, 2012).
 This means that the phenomenon of teacher
migration will not end soon. There will be
more teachers to be recruited and try their
chance in other countries. Knowing that more
teachers will go out of the country, it is
important that they would have a glance of
how it is to teach abroad through the
perspective of people who actually
experienced the phenomena.
  
 Women constitute nearly 50% of all
international migrants. Migrant workers and
migrant teachers in particular, continue to be
treated as a cheap and replaceable labor pool
and their rights were violated in far too many
instances (Sinyolo, 2010). Many experienced
these situations but why is it that still more
teachers go abroad.
 Based on my experience and observations as
an expatriate teacher, most of those who
teach in Indonesia are women. In the school
where I taught there were twenty - five of us
women against three men. This study might
able to give insights on what women teachers
possessed that they can surmount the
challenges of teaching abroad.
 Working abroad is always synonymous to
dollars and other people only see that
without thinking of the implications of
separation of families and unfair treatment
that the teachers abroad experience. Filipino
expatriates teachers are more than just
numbers that you see increasing every year
and they are not only the dollars that are
remitted and help this country afloat.
 The literature and studies presented in this
study give a glimpse of the phenomenon of
teacher migration. Moreover, they are eye
opener that there is a need for the Philippines
to keep the teachers for the future of this
nation. The results of this study hopes that the
voices of the Filipino expatriate teachers be
heard and that there will be a better
opportunity for all so that no family will be left
behind or separated and no OFW will be
exploited.