Open AccessEXPLORING TEACHERS’ RESEARCH COMPETENCY: INPUTS TO POLICY ENHANCEMENT
Author(s) -
Inero Ancho
Publication year - 2019
Publication title -
eternal (english, teaching, learning and research journal)
Language(s) - English
Resource type - Journals
eISSN - 2580-5347
pISSN - 2477-4766
DOI - 10.24252/eternal.v52.2019.a2
Subject(s) - viewpoints , competence (human resources) , workload , psychology , mathematics education , sample (material) , medical education , professional development , task (project management) , qualitative research , pedagogy , sociology , medicine , computer science , engineering , social psychology , art , chemistry , chromatography , operating system , systems engineering , visual arts , social science
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.