Capability and engagement in research of public school teachers / Kristine Joy O. Hallares

Includes bibliographical references

Amid growing demands for evidence-based teaching, understanding public-school teachers' research capability and engagement has become crucial for educational development. This descriptive-comparative and correlational survey research assessed the capability and engagement in research of public school teachers in a school district in a schools division in Western Visayas. Data for teachers' capability and engagement in research were collected using the researcher-developed instruments, which were subjected to validity and reliability testing. Descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (Mann-Whitney U-test, Kruskal-Wallis H-test, Bonferroni, and Spearman's rho) were used for analysis, with a significance level of 0.05 in a two-tailed test.
The study revealed that overall, public-school teachers are ""capable"" in research, in terms of knowledge, design, analysis, communication, and critical thinking. Public school teachers are ""engaged"" in research in terms of interest, skills, productivity, support, and impact, across all groups. Significant differences were found in teachers' capability in research in terms of critical thinking, as to the highest educational attainment, but none in other dimensions. No significant differences existed in teachers' research engagement across all dimensions and as to the independent variables considered.
A positive significant relationship between and among certain dimensions of teachers' capability and engagement in research was found. The study propounds that as teachers become more capable in research, their engagement with research activities tends to increase as well, and vice versa. Department of Education key officials should prioritize the implementation of targeted professional development, mentorship programs, and the creation of a supportive research environment within schools. This includes providing access to resources, encouraging collaboration, and recognizing and rewarding the research efforts of public-school teachers.
Keywords: Research capability, research engagement, research development, public school teachers, descriptive-comparative and correlational design, professional development program

Theses/Dissertations Graduate Studies