Abstract
This study on the integrated findings of an exploratory sequential mixed methods research design investigate teachers’ issues on the implementation of Project RISE. The exploratory sequential mixed methods design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative data collection analysis, with a final phase of integration or linking of data from the two separate strands of data. More specifically, it aimed to construct, develop and evaluate the issues on the implementation of Project RISE scale as viewed by the teachers. In the qualitative phase, there were ten teachers who participated in the in-depth interview and seven teachers participated in the focus group discussion. There were five themes that emerged from the interview that put emphasis developing pupils reading skills, pupils’ capabilities, cooperation and allocation, readiness of teachers, and teachers’ preparation. A 60-item issues on implementation of Project RISE scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed three underlying teachers’ issues on the implementation of Project RISE. A total of three themes on Teachers’ Issues on the Implementation of Project RISE Questionnaire was developed which are developing pupils’ reading skills with thirteen items; readiness of teachers with three items; and teachers’ preparation with four items with a total of 20- item questionnaire.