Abstract
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 seminars attended number of research published, and the level of computer literacy towards writing a research report. There is a slight or weak relationship between the number of research conducted and the research capability and a negligible relationship between the number of seminars attended and the research capability as to writing a research proposal and writing a research report.
Highlights
1 Research is instrumental in transforming society
It has expanded into the education setting and much has been written about the importance of action research in teacher education (Hine, 2013; Hong & Lawrence, 2011; Young, Rapp, Murphy, 2010)
Teachers are encouraged by the Department of Education to conduct research, school-based action research as part of their performance appraisal
Summary
1 Research is instrumental in transforming society. It has expanded into the education setting and much has been written about the importance of action research in teacher education (Hine, 2013; Hong & Lawrence, 2011; Young, Rapp, Murphy, 2010). Teachers are encouraged by the Department of Education to conduct research, school-based action research as part of their performance appraisal. This directs teachers to do well not just in classroom teaching and in publishing academic papers. Master teachers, academic teaching, and non-teaching personnel, are encouraged to do research regarding education and learning, child protection, human resource development, governance, disaster risk reduction management, inclusive education, and gender and development
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