Needs analysis on the research capabilities of the Diocesan Secondary School teachers of Abra: basis for a capability enhancement program (original) (raw)

Research Capabilities of Public Secondary School Teachers in the Schools Division of Zambales

2021

The study aimed to assess the research capability of public secondary school teachers in the Division of Zambales and utilized a descriptive research design with a questionnaire as the main instrument in gathering data from seven hundred (700) teacher-respondents who were randomly selected. The researcher found out that the respondent is a married female Teacher-I in her early adulthood, with 21-25 hours of teaching load, baccalaureate degree holder had no research conducted and published but had attended a school-based seminar on research with knowledge on basic computer applications. The respondents were assessed "moderately capable" of writing a research proposal and writing a research report. There is significant differences in civil status, academic rank, specialization, number of seminars attended, number of research published, and the level of computer literacy towards writing research proposal while the significant difference in age, specialization, number of semi...

Challenges and difficulties encountered by teachers in the conduct of educational research: Basis for teachers' enhancement program

International Journal of Research Studies in Education, 2021

Conducting educational research has become one of the most challenging tasks to most of the teachers, especially because it has been an additional work to them. This study investigated the following questions: a. what is the demographic profile of teacher-researchers in Masbate Province Division? b. What are the challenges and difficulties experienced by teacherresearchers in the conduct of educational research? c. what are the learning and development undertakings received in relation to the conduct of educational research? and d. what solutions could be proposed to resolve challenges and difficulties encountered by teacher-researchers in the conduct of educational research? The study is descriptive in nature. Data were collected from the 50 teacher-researchers' and were analyzed qualitatively. Results of the study revealed that most of respondents encountered challenges in conducting research like the lack of time, have anxieties in writing and conducting the study and perceived research as an additional burden on their part. Additionally, analyzing the quantitative and qualitative data in identifying the issues to be investigated has been a tough challenge to them as well. The good thing about it is that majority of the respondents have undertaken Division Trainings, Graduate studies, and LAC sessions as part of learning and development that helped them to come up with their researches. And so, the researchers of this study, have made an action plan to resolve the challenges and difficulties experienced by the teachers who conducted action research and will be used by the future teacher-researchers.

Research Capabilities of Public Secondary and Elementary School Teachers in the Division of Antipolo City

The study aimed to determine the factors affecting the research capabilities of public secondary and elementary school teachers in the Division of Antipolo City. The study made use of the descriptive method. The public secondary and elementary school teachers are moderately capable in writing a research proposal and publishable research paper or article. There is no other profile which affects the research capabilities of public secondary school teachers in writing a research proposal and publishable research paper or article except their position in the school. The research capabilities of public elementary school teachers with respect to writing a research proposal and a publishable research paper or article are affected by sex, civil status and research seminars/trainings attended and not age, position and by highest educational attainment.

Status, Challenges and Directions of Research Involvement of Teachers: A Baseline Study for Research and Development Intervention Program in Dinagat Division

IJRDO-Journal of Educational Research, 2020

DepEd through DepEd Order No. 65, s. 2003mandates the institutionalization of the research-based decision and policy making in the department. Nevertheless, in remote areas like Dinagat Islands, only few teachers, both in public and private schools, were involved in research. As baseline study for the research and development intervention program of Dinagat Division, this study aimed to find out the status, challenges and directions of research involvement of private and public school teachers in the Division of Dinagat Islands. Specifically, the study sought data on the profile of the private and public school teachers in terms of age, sex, educational attainment, length of service, and research output; the issues and challenges encountered in conducting research by private and public school teachers in the schools division of Dinagat Islands in terms of knowledge about research, financial aspect, time allotment, other motivational factors such as self-advancement, family support, and proximity/distance/accessibility; the directions of the school that would help improve research involvement of private and public school teachers as to plan of action, and technical assistance; and the significant effect of the profile of the teachers to the challenges they encountered in conducting research. The study also design a classification model discriminating the research status of the teachers as to be able to complete or not. The results of this study served as basis for a research program that would address the issues and challenges of research involvement of private and public school teachers of Dinagat Islands. The explanatory sequential design was employed and only 51 were considered as respondents of the study. The instruments used were researcher made questionnaire and a semi structured interview for teachers and school heads to suit the assessment needs of the paper. Gathered data were treated using Frequency Count and Mean, Univariate ANOVA and Discriminant Analysis. In the qualitative analysis, the researcher transcribed, coded, and analyzed the interview part for common themes. The findings revealed that both private and public school teachers encountered challenges in conducting research such as knowledge on research and financial support. In terms of school direction, motivating and mentoring/coaching are the technical assistance given to them. On the other hand, skills development, research partnerships, and rewarding are planned strategy of the school to improve the research involvement of private and public school teachers. The teachers in the public schools encountered greater challenges on time allotment in conducting research, compared to the teachers in the private schools. The teachers' educational attainment is accounted for the expected variation of challenges they encountered on time allotment and the motivating factor family support. The knowledge and IJRDO-Journal of Educational Research

Research Capability of Teachers in Public Secondary Schools in the Province of Masbate, Philippines: Basis for Enhancement Program

Psychology and Education: A Multidisciplinary Journal , 2022

Teachers in the Philippine basic education sector are encouraged to promote an evidence-based policymaking culture through research. They are expected to have basic or advanced skills in conducting investigations, surveys, or experiments, as well as data analysis, in their respective teaching fields. The researcher assessed the perceived research capability of secondary school teachers in Masbate (n-1,637) during the COVID-19 pandemic and the need to improve their research skills in terms of formulating, conceptualizing, writing, constructing, and conducting research in this descriptive survey. The purpose of this study was to assess secondary school teachers' research capability, as well as the barriers they encountered and the interventions they implemented. Teachers were found to be "slightly capable" of conducting research. As a result of the findings, it is recommended that all teachers participate in a research capability enhancement program. The majority of teachers (87.72 percent) lack scientific training but are willing to participate in any research endeavor. Among the challenges encountered, solutions included participation in research trainings (84.30 percent), school-based mentoring (78.31 percent), and collaboration with experts (77.64 percent). The findings lay the groundwork for school officials to develop a functional growth plan for becoming more responsive and effective in teaching research, which is critical for students to develop critical thinking skills. Additionally, schools should provide relevant training to strengthen school-level mentoring, foster collaboration, and mandate the acquisition, creation, and distribution of current research guides to all teachers.

Engagement in Research of Public Elementary School Teachers in Sta. Maria District, Department of Education, Schools Division of Bulacan

International Journal of Education and Evaluation, 2019

The study delved on the teacher's engagement in research in the workplace, as they face tremendous challenges and experiences in the school. It aimed to look into the level of the teacher's research engagement, factors influencing their level of engagement, experiences in doing research, training needs and the implications of the elementary school teachers' engagement in research. This study employed the case analysis type of qualitative research. It was conducted in Sta. Maria District, Schools Division of Bulacan, Department of Education during the school year 2016-2017. A total of 204 elementary school teachers participated in the study. As a result, the primary and intermediate grade school teachers had high, moderate, and low level of engagement in research. Teachers with high rank, low rank, middle ages; and shorter length of services have desire to conduct research. Teachers who are about to retire had lost their passion and motivation to do research. Teachers' burden lies on heavy workloads, time constraints, financial capability and research technical know-how. The teachers need training in the conceptualization of research problem, writing skills, statistical data analysis, identifying research designs, methods, and development of data gathering instruments. Teachers feel fulfilled and proud when their research works were finished and validated by the Department of Education and other agency.

Research Skills and Competence of Secondary School Teachers in One City Schools Division in the Central Philippines

IJMRAP, 2022

This study evaluated the research skills and competence of the public secondary school teachers in the Schools Division of Calbayog City, Samar, Philippines. I utilized the descriptiveassessment design employing the use of questionnaires to gather relevant data on the level of research skills and research competence of the respondents. The research-related problems encountered by the respondents were also explored. These data were analyzed and collated using suitable statistical tools and were interpreted and discussed consequently. The findings of the study showed that the public secondary school teachers in the Schools Division of Calbayog City perceived themselves as "competent" in terms of basic research skills and research competence. Furthermore, the study revealed that the inadequacy of training and seminar, lack of technical assistance, and lack of enough time to carry out research in the school were the problems that the public secondary school teachers are encountering. Thus, it is suggested that the teachers must undergo enhancement training in research for them to progress their research skills and competence.

Research Capability of Senior High School Teachers in Bayugan City Division: Basis for Capability-Building Program

Research Capability of Senior High School Teachers in Bayugan City Division: Basis for Capability-Building Program, 2021

Advancing research capability is a key factor in enhancing quality education. For Senior High School teachers, there is a need for expertise in research-based teaching; requiring specific skills and competencies to attain confidence and capability in teaching research-based subjects. This study primarily aimed to determine the research capability of SHS Teachers in Bayugan City Division and as a result was able to develop a research capability-building program. The study adopted descriptive and inferential statistics and determined that SHS teachers perceived and manifested high research capability when they have lesser teaching load, conducted SIP, were BERF recipients and had attended in-service training related to research. SHS Teachers are still in the beginning stage of their career in teaching Practical Research subjects; meanwhile, lesser teaching load means more time for mentoring students and engagement in research activities. As teachers gain more experience in teaching PR subjects and able to attend more in-service training related to research, the more competent he/she will become. Experience gained from classroom instruction coupled with teachers' engagement in science investigatory projects resulted in enhanced research capability to formulate researchable problems and utilize appropriate research methodologies for data gathering. When given the opportunities, funding, research facilities and other support on research-related activities, SHS teachers could go far in the field of research-based education.

Research Capability of Teachers: Its Correlates, Determinants and Implication for Continuing Professional Development

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy and program development. On this premise, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable to conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at a different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development.

Research Capability of Teachers: Its Correlates, Determinants and Implications for Continuing Professional Development

Journal of World Englishes and Educational Practices, 2020

Recently, research capability has received an overwhelming and remarkable interest among academics and practitioners. This is timely since the Department of Education had institutionalized research and encouraged teachers to engage in it to support evidence-based practice, decision-making, policy, and program development. On these premises, a study was carried out to assess the research capability of public teachers in Malaybalay City, determine its correlates and determinants. It utilized descriptive, correlational, and explanatory designs. It administered survey questionnaires to 92 participants. Data were analyzed using descriptive and inferential statistics. The results revealed that teachers were slightly capable of conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning. They also show evidence of potential in mentoring. Further, mentoring and action planning skills, motivation to write research, attitudes toward research, and the number of studies completed by teachers were the correlates of their research capability at different magnitudes of the relationship. Notably, the research capability of teachers had a low, negative but significant relationship with their age and accumulated years of service. Thus, this capability deteriorates as they age and accumulate years of service. The motivation to write research, the number of studies completed, and age were the determinants of research capability. It was concluded that research capability can be determined and predicted by how motivated teachers are to write research, how productive they are in research, and how young they are when they engage in this rigorous endeavor. The study identified and recommended topics for continuing professional development.