Doi: 10.48161/issn.2709-8206 This is an open access article distributed under the Creative Commons Attribution License 24 PASSION AND COMMITMENT I TEACHING RESEARCH: A META- SYNTHESIS REYNALDO V. MORAL, PhD Don Sergio Osmeña Sr. MNHS, Department of Education Cebu City, Cebu, Philippines reynaldo.moral@deped.gov.ph https://doi.org/10.48161/qaj.v1n1a24 Abstract The presence of research in one’s life is recognized to be important for fostering education and well-being. Through research, the value of man’s life has improved from conservative to modern. Hence, life becomes not only meaningful but inspiring as well. Qualitative research has supplied rich data about the passion and commitment in teaching research for various cultures, populations, and activities, but to-date, there has not been a systematic review to identify if general patterns of passion and commitment exist in teaching research. By following a structure synthesis approach to qualitative meta-synthesis, the current exploratory study examined subjective experiences associated with teaching research to discover elements of the passion and commitment of research. Four higher-order themes were revealed; research methods teaching in general, research empowerment, attitudes, and self-efficacy. Complex interconnections between themes also arose and are discussed. Keywords— attitudes, commitment, empowerment, passion, self-efficacy, & teaching research I. INTRODUCTION Passion matters because it motivates and encourages teachers. It's a motivational aspect that influences the success of the instructor. It pushes teachers to achieve a higher student achievement. Passionate teachers build an effective learning atmosphere and improve students' ability. Their courage and determination to their schools and the accomplishment of successful education is the product of their commitment and commitment (Mart, 2013). According to Calmorin & Calmorin (2007), the performance of students could be increased if current teachers remain up-to-date on the problems and developments of modern teaching approaches and techniques through reading similar studies or doing their own research., Similarly, it can be thought that by doing excellent research, the impacts and conventional appraisal of school research would be based on student efficiency and competitiveness. In the field of study, organizations and stakeholders can, depending on their focus, be involved in particular aspects of the effect. As Penfield, Baker, Scoble, & Wykes (2014) have pointed out, excellent science is intended to lead to fantastic things and, as such, one of the underlying factors for creating and transforming knowledge that can support society as a whole. II. LITERATURE REVIEW Institutions in many countries are placing increasing emphasis on training students to conduct research, and most degree programs now contain a research methodology component. The need for expert teachers of research methods is becoming correspondingly more pressing (Wagner, Garner, & Kawulich, 2011). Research intensity has become the key indicator of the quality of universities. This raises the issue of how, and whatever at all, a research-intensive environment offers a better learning experience for students. One potential answer to this dilemma lies in research-related teaching (Magi & Beerkens, 2015). In layman’s language, research means searching for knowledge. The Merriam-Webster online dictionary expands this definition as a “careful that is done to find and report new knowledge about something.” Authors of research textbooks, meanwhile, distinguish research from other ways of understanding the world as a “systematic inquiry that is designed to collect, analyze, and interpret data to understand, describe, or predict phenomenon (Mertens, 2015). Specifically, qualitative research is more subjective than a quantitative research. This usually involves gathering, analyzing, and interpreting data based on observations made about the participants of the study. These data can be in the form of ideas, actions, symbols, metaphors, derived usually from in-depth observations and interviews. Qualitative research aims to interpret meanings, descriptions, and symbols. The researchers ask the participants to respond to some questions and further probe the answers by giving follow-up questions to get a thorough response to a certain question. There is no definite number of participants that qualitative research requires (Avilla, 2016).