Abstract
Using a convenience sample of 120 elementary, high school and senior high school classroom teachers in a City Schools Division, province of Bulacan, Philippines, the respondents were asked to complete a survey on general research skills and quantitative and qualitative research skills. The study explored the current status of teachers’ research competence. The results and findings of this study will serve as bases for policy enhancement. The policies anchored on concrete and evidence-based viewpoints contribute to successfully developing a culture of research among basic education teachers. As findings of the study reveal the current status of teacher-respondents regarding their research skills, overall numerical rating pegged to be “fair” when interpreted; it reflects a much serious state about their plight. The prerequisite to the successful implementation of research programs for teachers is on the basic assumption that teachers possess the necessary skills to do the task. Also, this is then being enhanced by revisiting teachers’ workload. Moreover, the presence of funding programs for teachers’ research projects exhibits a positive development in strengthening support for teachers’ professional development.
Highlights
It is true that in the coming days, what would matter most would be one’s skill of “learning how to learn.” Such skill no longer comes with memorizing and reciting a set of facts, but rather by discovering real-world problems, challenges and collaboratively inventing new and better solutions to them
Teachers were in the forefront of the profession are able to determine challenges and problems in the classroom that occur at hand, including issues and dynamic attitudes that students face and exhibit related to the overall learner performance
The teachers completed a survey based on the following aspects: general research skills, quantitative and qualitative research skills
Summary
It is true that in the coming days, what would matter most would be one’s skill of “learning how to learn.” Such skill no longer comes with memorizing and reciting a set of facts, but rather by discovering real-world problems, challenges and collaboratively inventing new and better solutions to them. With the immense role of research in eventually enhancing teaching and learning processes, its role as a catalyst towards greater knowledge generation, and the necessity of forming a robust research culture among teachers, this study seeks to explore public school teachers’ research competence and to trace the gap between the government’s reinforcement of their agenda and its implementation. The teachers completed a survey based on the following aspects: general research skills, quantitative and qualitative research skills. The respondents’ knowledge of general research skills refers to the basic to advance abilities needed to conduct an empirical study.
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