CHAPTER III
Research Methodology
This chapter presents the research methodology for the
study. The researchers will employ a qualitative descriptive
research design, as described by Sandelowski (2000), which
is suitable for obtaining comprehensive descriptions of
participants' experiences and perceptions in their own
terms. This approach is ideal for exploring the complex
phenomenon of teacher preparedness for student-requested
neopronouns. The central phenomenon under investigation
is teacher preparedness, conceptualized through the
qualitative variables of awareness, acceptance, and
adaptation. These constructs will not be measured
numerically but will be explored and described
through thematic analysis of narrative interview data. The
study seeks to understand the range of perceptions and
experiences among different teachers at a single point in
time.
To select participants, the researchers will use purposive
sampling, which allows for selecting individuals based on
their potential to encounter the phenomenon, rather than
prior experience alone. The target participants are Senior
High School English teachers in Tayug, whose professional
role places them on the frontline of this emerging linguistic
and social challenge. Their perspectives are invaluable. This
includes teachers who have already encountered a student
requesting neopronouns, those who have considered the
possibility, and those who have not yet thought about it.
Understanding this full spectrum of awareness and
preparedness, including a lack of direct experience, is
essential to answering the research questions. The study will
initially aim to recruit approximately 12 to 15 participants,
with the final sample size determined by data saturation,
meaning interviews will continue until no new themes or
insights emerge. Eligibility criteria include being a full-time
Senior High School English teacher, currently employed in a
public or private school in Tayug, Pangasinan, and having at
least one year of teaching experience at this level.
The primary instrument for data collection will be a semi-
structured interview guide, featuring open-ended questions
aligned with the research objectives while allowing flexibility
for follow-up probes. The guide includes introductory
questions to build rapport, main questions addressing
awareness, acceptance, and adaptation strategies, and
probing questions to elicit detailed responses. A pilot test will
be conducted with one teacher who is not part of the main
study to evaluate clarity, relevance, and approximate length.
Feedback from the pilot will be used to refine the interview
guide by revising unclear questions, adjusting the flow, or
rewording ambiguous items to ensure the questions are
understandable and effectively address the research
objectives.
Data collection will begin after securing ethical
approval from the university and official permission from
school administrators in Tayug. Eligible teachers will be
recruited, provided with a detailed information sheet, and
asked to give written informed consent. Participants will
schedule interviews at their convenience. Sessions will be
conducted in-person in private school settings or via secure
online video conferencing platforms, depending on
participant preference. The data collection phase is expected
to take approximately three to six weeks, although this may
be adjusted depending on participant availability and the
achievement of data saturation. Each interview will last 30 to
45 minutes and will be audio-recorded with permission,
while brief field notes will be taken to capture contextual
observations and non-verbal cues. Audio recordings will
be transcribed verbatim, and all data will
be anonymized using pseudonyms to ensure confidentiality.
For data analysis, the researchers will follow the six-phase
thematic analysis outlined by Braun and Clarke (2006).
First, the researchers will engage in familiarization by
reading and re-reading the transcripts. Second, initial
codes will be generated across the dataset to capture
relevant features of the data. Third, these codes will be
collated into potential themes. Fourth, the themes will be
reviewed and refined to ensure they accurately reflect the
data. Fifth, the themes will be clearly defined and named to
capture their essence. Finally, in the sixth phase, the
researchers will produce the final analysis and report the
findings in a coherent narrative.
The study will adhere to strict ethical standards throughout
the research process. This includes obtaining informed
consent from all participants, ensuring anonymity and
confidentiality through pseudonyms and secure data storage,
and maintaining participants’ right to withdraw at any time
without penalty. The researchers will conduct interviews
respectfully, provide a list of support resources, and remind
participants that they can skip any question if desired. All
data will be stored securely on password-protected
devices and destroyed after a period of five years.