An Assessment of Filipino Public School Teachers’ Research Competence: A Basis for an Enhancement Professional Development Programme

Janet Y Abella, Edelyn Alicar Cadorna, Joseph Gacusan Taban, Ludito Velacse Ramirez

Abstract


The ability to conduct academic research is essential for teachers to contribute to the body of knowledge and enhance the quality of education. This study assessed the research competence of 440 public school teachers in the First District of the Schools Division of Ilocos Sur during the school year 2022–2023. A mixed-method research design was used to comprehensively analyse their profiles, research competence and challenges encountered. Data were collected using validated questionnaires and interview guides and analysed using frequency, percentage, mean, Pearson correlation, Chi-square test and thematic analysis. Findings indicated that many schools lack adequate research resources. Teachers had few research projects and minimal research awards. Teachers showed a high level of competence based on their knowledge, skills and attitudes but low research productivity. Significant factors related to research competence included age, educational attainment, length of teaching experience, and rank/position. The overwhelming teaching loads and numerous school activities were the major hindrances to conducting research. As a result, the study proposed a research enhancement training programme aimed at improving teachers' research competence. Implementing this programme is expected to nurture a positive school research culture, contributing to improved educational practices and outcomes.

ttps://doi.org/10.26803/ijlter.23.12.14


Keywords


public school teachers; competence; productivity; skills; action research

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References


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