000			02842 a2200181 4500
005			20260713085132.0
082			_aTH 378.242 H182 2025
100	1		_aHallares, Kristine Joy O.
245			_aCapability and engagement in research of public school teachers / _cKristine Joy O. Hallares
264		1	_aSibalom, Antique: _bUniversity of Antique, _c2025
300			_axv, 150 pages ; _c28 cm
504			_aIncludes bibliographical references
520			_aAmid 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
526			_aTH _bGS
650			_aHigher education _vTheses and dissertations
650			_aTeachers _xResearch
942			_2ddc _cTH
999			_c41658 _d41658