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American Journal of  
Arts and Human Science (AJAHS)

Teachers’ Research Competence and Engagement: Basis for Research Development Plan
Jovit Comon1*, Gerlinda Corpuz1

Volume 3 Issue 1, Year 2024
ISSN: 2832-451X (Online) 

DOI: https://doi.org/10.54536/ajahs.v3i1.2340
https://journals.e-palli.com/home/index.php/ajahs

Article Information ABSTRACT

Received: January 22 , 2024
Accepted: February 26, 2024
Published: February 29, 2024

Teachers’ research and competence posited complementary synergy theorizing that teachers 
with higher research competence are engaged in research pursuits relevant to professional 
growth within the context of  education. This research addressed six key objectives by profiling 
respondents, assessing teachers’ competence on framing questions and data collection, 
identifying literature and theoretical knowledge, and analyzing and presenting research data, 
and research engagement levels on motivation to write research, and difficulty in conducting 
research, determining significant relationships between competence and engagement, 
exploring the correlation between engagement and respondents’ profiles, and designing a 
research development plan. Employing an adapted survey questionnaire using a universal 
sampling method, 391 teachers across the two districts in the Division of  El Salvador City 
were surveyed during the School Year 2023–2024. Statistical tools such as means, frequency, 
standard deviation, Pearson-r, and triangulations were applied for data analysis. Findings 
indicated a positive correlation between teachers’ research competence and engagement. 
A significant relationship was identified between engagement and moderating variables 
like related training and position. Despite the teachers being competent and engaged, their 
research work was hindered by the number of  coordinatorships they handled. It is important 
to emphasize the research competence and engagement for educational improvement as 
it illuminates the current state of  teachers’ research skills and lays the groundwork for a 
targeted Research Development Plan.

Keywords
Research Competence, Research 
Engagement, Research Development 
Plan

1 PHINMA Cagayan de Oro College, Philippines
* Corresponding author’s email: joda.comon.coc@phinmaed.com

INTRODUCTION
Background of  the Study
This study posited a connection between teachers’ 
research competence and their research engagement 
within the educational context. This theory highlights 
that teachers with higher research competence are more 
likely to engage in research pursuits, contributing to their 
professional growth, the improvement of  educational 
practices, and the overall enhancement of  the teaching 
profession. Institutional support, relevance of  research 
to teaching, and time constraints are identified as 
potential mediating factors influencing this relationship, 
emphasizing the importance of  fostering a research-
oriented culture in education to maximize its benefits. 
Teachers’ research competence and engagement showed 
an unsettling tendency in the Schools Division of  El 
Salvador City: a low turnout in the submission of  just 
88 completed research projects by the teachers and 
instructional leaders (Serrania, 2023). In the recently 
concluded Divisional Research Congress 2023 held last 
September 8, 2023, there were only 7 researches which 
were presented in the said congress. This negative trend 
highlights the urgent need for a thorough research 
development plan and raises concerns about the level of  
research competency among teachers in the Philippine 
environment.
Teachers’ research competence is a potent weapon in 
order to address critical concerns within the Philippine 
educational system, promote pedagogical innovation, 
and ultimately improve educational quality. Teachers 

in the Philippines act as the forerunners of  knowledge 
and the architects of  future generations in the evolving 
educational landscape (Santos & Cruz, 2022). The 
function of  teachers as researchers is becoming more 
and more important since they shape the minds of  young 
people and contribute to the socioeconomic development 
of  the nation. The Department of  Education’s Planning 
and Programming Division Planning Service (PPDPS) in 
their Programs and Projects Status of  Implementation 
for Fiscal Year 2022 presented Policy and Research 
Program (PRP). DepEd targets 560 researches, allocating 
35 researches to each of  the region for fiscal year 2023. 
Moreover, according to the Governance of  Basic 
Education Act of  2001 (RA 9155), the Department of  
Education must implement laws and regulations that will 
enable the provision of  basic education of  the highest 
caliber to be continuously improved. Among DepEd’s 
duties at all levels of  government is the conduct of  
educational research and studies that will serve as the 
foundation for any necessary policy changes and reforms. 
Through the issuance of  DepEd Order 16, s. 2017, 
the Department of  Education continues to foster and 
strengthen the culture of  research in basic education in 
support of  the Department’s policy formation process, 
research agenda, and policy and program development 
and implementation. Guides for managing research 
programs at the national, regional, divisional, and 
school levels were published and are named Research 
Management Guidelines.
Furthermore, it is essential to create a strong research 



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development plan that is adapted to the Philippine 
setting in order to address the worrying fall in research 
submission rates among Filipino teachers and to enhance 
their research com
petency (Cagaanan & Gosadan, 2018). A variety of  
methods should be used in this strategy intended to 
give educators the knowledge, tools, and inspiration 
they need to carry out fruitful research projects. A well-
organized research development plan can inspire teachers 
to recommit to research, which will help to progress 
education in the Philippines as a whole (DepEd, 2022).
Jung (2018) looked into the variables that affected how 
capable of  conducting research PhD students felt. Task-
oriented (such as critical thinking and problem-solving) 
and idea-oriented (such as innovation and creativity) 
research competencies were positively benefited by 
learning environments that focused on research. Students’ 
confidence in their capacity to conduct research increases 
the more teachers are exposed to different facets of  
the research process, such as designing and conducting 
studies, conducting literature searches, and publishing 
manuscripts (Petko et al., 2020). 
A crucial component of  efficient research administration 
is accountability. To promote accountability for research 
outcomes, guidelines provide explicit expectations 
for institutions and researchers (Mertens, 2018). 
Accountability guarantees that research contributes 
to evidence-based decision-making in the Philippines, 
where the DepEd plays a crucial role in developing 
educational policies and practices (Montemayor, 2020). 
By establishing standards for the design, execution, and 
reporting of  research, research management guidelines 
also help to ensure quality (Natasya, 2022). The legitimacy 
of  research done in the educational sector must be 
maintained through quality assurance. In the Philippines, 
educational innovation and advancement are mostly 
driven by teachers’ research skills. The alarming fall in 
research submission rates over the last three academic 
years emphasizes how urgently this problem needs to be 
addressed. 

LITERATURE REVIEW
Research Competence
In the pursuit of  their educational endeavors, prospective 
educators are required to demonstrate proficiency 
in research domains, given their imminent roles as 
primary facilitators within the educational landscape. 
Magnaye (2022) presented his findings indicating that 
the participants perceived themselves as proficient in 
research competencies. Furthermore, empirical analysis 
substantiated that pedagogical aptitude, particularly in 
classroom management and assessment, significantly 
influenced research competence. Training initiatives to 
enhance teachers’ research competence in Indonesia have 
yet to meet the envisioned standards. (Wibawa, 2020).
Furthermore, the results of  the study of  Toquero (2020) 
indicated that multicultural preservice teachers exhibited 
limited proficiency in research skills, but their research 

competence significantly improved when they applied 
these skills to real-world situations. Nevertheless, they 
faced challenges when undertaking their action research, 
particularly in areas like conducting literature reviews 
and formulating research concepts. In another study, 
the findings derived from the evaluation of  research 
competencies needed in student teachers’ classrooms, 
as determined by the Priority Needs Index Modified 
(PNI modified), demonstrated that the highest-priority 
competencies were cognitive skills, with research practice 
skills and research mindset following closely in order of  
importance (Srikham & Seehamongkon, 2023).
Hence, the demands placed on current educators and 
prospective teachers are significant. They must be 
equipped with a comprehensive range of  competencies 
to meet the evolving requirements of  21st-century 
education. This includes traditional pedagogical skills 
and the ability to foster students’ knowledge, creativity, 
and problem-solving abilities. To ensure high-quality 
learning experiences for students, educators must possess 
competencies that extend beyond basic literacy and 
numeracy; these encompass the crucial domain known as 
21st-century skills (Syahrial et al., 2022).

Research Engagement
Research productivity is an important criterion for the 
university to assess teachers. Studies about factors that 
affect teachers’ research productivity are increasing 
nowadays. It is generally agreed that academics’ research 
productivity depends on how much mentorship they 
provide and how the current working environment is 
mediated by their research motivation and self-efficacy 
(Li & Zhang, 2021). Significant public investments 
persistently flow into expansive research programs, 
aimed at delivering meaningful outcomes for the world’s 
most disadvantaged and marginalized communities. In 
this dynamic crossroads of  research and development, 
research endeavors are anticipated to play an instrumental 
role in intricate processes of  societal transformation. 
(Apgar et al., 2023).
Moreover, Tolentino (2021) posits that most of  the 
Science teachers did not yet pursue higher professional 
studies. Majority did not have the opportunity to 
attend research trainings; regarded with low research 
productivity. A sustainable research development 
program will aid Science teachers to develop and enhance 
their research capability. The findings of  the study of  
Farooqi et al. (2019) demonstrated the dedicated efforts 
of  university faculty members in their pursuit of  research 
contributions. Additionally, it has been observed that 
certain demographic variables, including gender, faculty 
affiliation, and academic designation, exert an influence 
on their research productivity, with male teachers, those 
hailing from physical sciences, and individuals holding 
higher designations displaying a greater research output.
The results of  the study of  Li and Zhang (2022) 
showed that mentorship is not correlated with research 
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direct correlation with it. Both motivation and self-
efficacy mediate the working environment and research 
productivity significantly. Specifically, only extrinsic 
motivation negatively influences teachers’ research 
productivity; teachers’ intrinsic motivation and self-
efficacy play a positive mediation role in affecting their 
research productivity. The study of  Batool et al. (2021) 
revealed that various facets of  institutional elements, 
such as departmental procedures, job and compensation 
structures, as well as available resources and support 
materials, exhibit a modest yet favorable correlation with 
the research productivity of  teaching staff.
The findings Cardona (2020) have policy implications 
in terms on how to encourage mathematics teachers 
to participate in research-related activities that will 
contribute to a research-informed teaching and learning. 
Developing interventions to improve involvement, 
extrinsic motivation, mentoring, networking, resources, 
and leadership domains is highly recommended. The 
study of  Javaid (2020) indicated that university teachers 
were found to be lacking in publications. Consequently, 
recommendations were put forward to help university 
teachers enhance their research mindset at the university 
level.

Framing Questions and Data Collection
The findings of  the study of  Wu et al. (2020) indicated that 
in the context of  STEM-related conversational questions, 
the response networks tended to be more extensive and 
exhibited greater centrality. In contrast, when it came to 
informational questions, the response networks displayed 
tighter connections among postings. Nevertheless, no 
notable distinctions were observed within the non-STEM 
community. 
The findings of  the study of  Wu et al. (2023) indicate that 
gain-oriented goal-frames tend to elicit engagement with 
questions, whereas hedonic and normative goal-frames 
tend to foster interactions among responses. Ganesha 
and Aithal (2022) provided that Ph.D. scholars possess a 
comprehensive understanding of  the various time frames 
for research data collection and exercise thoughtful 
judgment in selecting appropriate data collection intervals 
throughout different stages of  their research endeavors to 
address their research inquiries, they will be empowered 
to independently make informed decisions regarding 
subsequent aspects of  doctoral-level research. 
The research of  Alam (2022) asserts that qualitative 
researchers can construct their research inquiries using 
the “what” question format. Furthermore, qualitative 
research and case studies have the capacity to delve 
comprehensively, descriptively, and expansively into a 
phenomenon, addressing not only “what” questions 
but also delving into the broader exploration of  “why” 
and “how” questions. Similarly, researchers can view the 
concept of  saturation as reaching the pinnacle of  data 
collection, whereby no further additions are made to the 
dataset.

Identifying Literature and Theoretical Knowledge
The results of  Ourzik (2022) indicate that the definition 
of  the construct varies based on the specific field of  
examination. Furthermore, there is a notable scarcity of  
qualitative research in the domain of  customer knowledge 
management, leading to a limited comprehension of  how 
customer knowledge is generated, gathered, transmitted, 
and disseminated within the organization. Janis et al. 
(2021) shared the outcomes derived from this literature 
review offer valuable insights into comprehending the 
theoretical gap and the significance of  knowledge work 
for both skilled workers and knowledge workers. 
Additionally, it establishes a compelling argument for 
organizations to acknowledge the presence of  knowledge 
concealment and assess the attendant implications, 
advantages, and disadvantages in order to make well-
informed decisions, as underscored by Garg et al. (2021). 
Rechberg (2021) shared the result of  the research that 
stands as the pioneering effort to elucidate the theoretical 
underpinnings of  the favorable influence of  mindfulness 
on knowledge processing. 
Al-Gharaibeh and Ali (2021) posit that Knowledge 
Sharing (KS) intention should be viewed as a dynamic 
state inherent to specific KS strategies. In this study, we 
identify five distinct KS strategies, namely cooperation, 
defection, tit-for-tat, unforgiving, and random. Our 
research emphasis lies in exploring the efficacy of  these 
strategies in facilitating knowledge sharing. An alarming 
trend is emerging in the scholarly publishing landscape, 
characterized by the consolidation of  market power, 
which in turn exerts a significant influence on the 
behaviors of  researchers. 

Analyzing and Presenting Research Data
Kim and Lee’s insightful study conducted in 2020 
brought to the forefront the critical importance of  
bolstering data literacy within the teaching community. 
In an era where data-driven decision-making has become 
the linchpin of  educational progress, their research shed 
light on a pertinent issue: the need for educators to not 
only collect data but also to possess the skills required 
to analyze and present it effectively. This study served 
as a poignant reminder that the ability to harness data 
for informed decision-making is not an innate talent but 
rather a skill that can be cultivated and refined through 
deliberate efforts.
In their comprehensive review conducted in 2020, 
Smith and Johnson illuminated a critical issue within 
the education sector: a considerable portion of  teachers 
faced challenges when it came to proficiently analyzing 
and presenting research data.  In 2020, Brown and Davis 
conducted a timely and insightful snapshot study that 
shed light on a notable shift in the practices of  educators: 
a growing inclination towards embracing digital tools for 
the purposes of  data analysis and presentation. Their 
research provided a glimpse into an evolving educational 
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pivotal role in how teachers engaged with data. 
In 2020, Patel and Garcia embarked on a comprehensive 
research endeavor that delved deep into the intricate 
challenges confronting educators as they grapple with 
the intricate process of  analyzing and presenting research 
data. In 2020, White and Thomas embarked on a thought-
provoking study that delved deeply into the intricate world 
of  teachers’ perspectives on data-driven decision-making. 
Their research aimed to capture the nuanced insights 
and viewpoints of  educators as they grappled with the 
evolving landscape of  data utilization in education. 
Their meticulous investigation revealed a rich tapestry 
of  perspectives, illuminating the multifaceted nature of  
educators’ relationships with data.

Motivation to Write Research
In Rubi’s (2021) analysis, it was elucidated that the outcomes 
suggest teachers were driven to engage in research due to 
its significant role in advancing their careers, their desire 
to publish in research journals, their involvement in and 
acknowledgment at research conferences, and particularly 
their enthusiasm for uncovering novel knowledge. These 
results are consistent with a similar cross-sectional survey 
conducted among hospital pharmacists, underscoring 
a parallel trend. In that study by Sarwal et al. (2018), 
despite facing diverse challenges and impediments, the 
surveyed hospital pharmacists exhibited a prevailing 
positive outlook, held favorable perspectives on 
research, demonstrated an elevated level of  motivation, 
and expressed a genuine willingness to embrace and 
integrate research practices into their professional roles. 
This commonality in findings across different contexts 
highlights the enduring enthusiasm for research, even in 
the face of  hurdles, as observed in both the teaching and 
healthcare sectors.
Within the context of  a university environment, 
Narbarte et al. (2018) identified five primary factors 
that emerged as pivotal motivators driving teachers’ 
engagement in research activities. These motivating 
factors encompassed the practical application of  research 
outcomes, personal gratification derived from research 
endeavors, the opportunity to broaden professional 
networks, participation in comprehensive research skill 
development programs, and the instrumental backing and 
encouragement provided by the academic administration. 
As highlighted in Caingcoy’s (2020) research findings, this 
implies that a substantial portion of  teachers may lack a 
natural inclination toward engaging in research activities. 
Despite exhibiting a generally positive disposition toward 
the idea of  research, there exists a notable gap in their 
skill set and knowledge base in this domain, necessitating 
the provision of  targeted training and development 
initiatives. The objective of  such training is to bolster their 
motivation and competence with regard to conducting 
research and subsequently cultivating their motivation to 
undertake research writing. 

Difficulty in Conducting Research
As emphasized by Caingcoy (2020), the most challenging 

tasks identified by teachers are, firstly, the analysis of  
qualitative data, closely followed by the tasks of  structuring 
and articulating research findings, analyzing quantitative 
data, and effectively crafting presentations and research 
articles for publication. These findings underscore a 
clear demand for targeted training initiatives aimed at 
bolstering teachers’ proficiency in these specific research-
related processes. A more contemporary investigation 
brought to light certain challenges faced by junior high 
school educators when it comes to undertaking action 
research, with a specific focus on four key areas: literature 
review, results presentation, dissemination of  research 
findings through publication, and the process of  data 
collection (Tindowen et al., 2019). As elucidated in 
Rubi’s (2021) research, the findings signify that teachers 
encounter certain challenges when engaging in research 
endeavors; nevertheless, their motivation to pursue 
research remains robust due to the promising career 
advancement prospects it offers. 

Statement of  the Problem
The study aimed to determine the assessment level on 
teachers’ research competence and engagement in the 
Division of  El Salvador City for school year 2023 – 2024. 
The result of  the study served as the basis for a research 
development program. Specifically, this study sought to 
address the following questions:

1. How are the respondents distributed in terms of  
key stage area, highest educational attainment, related 
trainings/ seminars attended on research, and position?

2. How do the respondents assess their level of  
research competence in terms of  framing questions 
and data collection, identifying literature and theoretical 
knowledge, and analyzing and presenting research data?

3. How do the respondents assess their level of  research 
engagement with respect to motivation to write research, 
and difficulty in conducting research?

4. Is there a significant relationship between the 
teachers’ research competence and their research 
engagement with respect to motivation to write research, 
and difficulty in conducting research?

5. Is there a significant relationship between the 
respondents’ research engagement and their profile in 
terms of  key stage area, highest educational attainment, 
related trainings / seminars attended on research, and 
position?

6. Based on the findings, what research development 
for teachers can be designed?

Theoretical Framework 
This study posits the presence of  a mutually reinforcing 
and favorable connection between teachers’ research 
competence, which includes their knowledge and skills 
related to research, and their research engagement, which 
involves their active involvement in research activities 
within the educational setting. Furthermore, Deci and 
Ryan’s (2000) Self-Determination Theory or SDT claims 
that motivation is a result of  a person’s need to meet three 
fundamental psychological demands, one of  which is 



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competence. Competence is believed to satiate a person’s 
psychological desire to successfully complete personally 
difficult tasks (Deci & Ryan). 
Students may be able to work more productively and 
retain better well-being if  the psychological need for 
competence is satisfied; on the other hand, if  competence 
is not satisfied, students may exhibit negative behaviors 
(Marrs et al., 2022). One’s view of  one’s fundamental 
ability to complete a task and one’s assessment of  the 
activity’s importance are two components of  perceived 
competence. The significance of  perceived competence 
has also been illustrated in a variety of  spheres of  life, 
including academic success, employment, and sports.
The integrity of  research carried out in educational 
institutions must be maintained at all costs (Natasya, 
2022). They outline moral guidelines and rigorous 
methodology to direct researchers in their quest for 
knowledge. These rules create a framework for moral 
behavior while encouraging openness and research ethics 
(Brink, 2019). Maintaining research integrity is crucial 
for making informed decisions in the Philippines since 
educational research has a direct impact on national 
policies and practices.
Due to competing demands for funds and staff, resource 
distribution within educational institutions can be 
challenging (Dolowitz & Marsh, 2018). Guidelines for 
research management help the Philippine Department 
of  Education allocate funds for research projects in 
an effective manner. In order to ensure that research 
efforts are in line with educational priorities, they assist 
in identifying priority areas and equitable financial 
distribution (Manso, 2020). This good allocation aids in 
both the conduct of  research and the efficient use of  
scarce resources.

Scope and Limitation
The scope of  this study encompassed an in-depth 
examination of  teachers’ competence and engagement 
within the Schools Division of  El Salvador City for the 
school year 2023-2024. It focused on understanding the 
current state of  research competence among teachers, 
identifying factors influencing their competence, and 
proposing a research development plan to enhance their 
skills. This research involved teachers across various 
educational levels, from elementary to secondary schools, 
within the El Salvador City Division. Only the teachers 
from the public schools were included in the study to 
ensure a comprehensive representation of  the teaching 
population. School heads and non-teaching personnel 
were not included in this study. Furthermore, teachers 
under Alternative Learning System, Kindergarten, Special 
Science Teachers, Substitute Teachers, DOST Teachers, 
and those who are officially on – leave were not also 
included in this study.

METHODOLOGY
Research Design
This study employed mixed – methods emphasizing 
the descriptive method to this investigation of  research 
to collect the necessary data and information on 
the instructors’ research progress and competency. 
Descriptive research is a type of  quantitative study that 
is used to define traits or functions and test particular 
hypotheses, according to Fluet (2020). He continued 
by saying that the research issue or problem for this 
kind of  study should be precise and explicit. Data for 
this study will be gathered using questionnaires and in-
depth interviews. It is a conclusive quantitative research 
technique used to test particular hypotheses and explain 
properties or functions (Vieira et al., 2020).

Study Setting
This study was conducted in the Schools Division of  El 
Salvador City, which is well-known for its commitment 
to promoting research and development among its 
educators. It regularly conducts an annual research 
conference to facilitate knowledge exchange, celebrate 
research accomplishments, and inspire teachers to engage 
in scholarly activities. The annual research conference 
organized by the Schools Division of  El Salvador City 
underscores the division’s commitment to research 
excellence and the professional development of  its 
educators. It is essential for raising a culture of  research 
competence and development among teachers, aligning 
with the broader goal of  enhancing educational quality 
in the region. The Division of  El Salvador City offers 
a unique backdrop for investigating teacher competence 
and engagement, and the outcomes of  this research can 
positively impact both the local educational landscape and 
contribute to the broader Philippine education system’s 
improvement.

Study Population and Sampling Technique
For the study focusing on teachers’ research competence 
and research engagement in the Division of  El Salvador 
City, the respondents encompassed all teachers working 
within the Division for the school year 2023 – 2024. 
Universal sampling was employed in this study as the 
researcher aims to gather data from the entire population 
of  interest, ensuring comprehensive coverage and a high 
degree of  representativeness in the findings. This method 
is well-suited because the population is manageable in 
size and there is a high desired level of  precision and 
inclusivity. El Salvador City’s teachers play a crucial 
role in shaping the quality of  education provided in the 
region. The division is also known for its commitment 
to education. The information is likely to be relevant for 
educational planning, decision-making, and analysis within 
the context of  the Schools Division of  El Salvador City.

Table A: Distribution of  Respondents
Name of  School Number of  Respondents
Amoros Elementary School 18



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Research Instruments
The research questionnaire is designed to gather valuable 
insights into the research competence and engagement 
of  teachers in the Division of  El Salvador City. The 
questionnaire is divided into three parts:  The first part 
of  the questionnaire deals with the respondent’s profile in 
terms of  key stage area, highest educational attainment, 
trainings / seminars attended on research, and teaching 
position.  The second part of  the questionnaire is an 
adapted questionnaire that assesses teachers’ research 
competence based on the pattern outlined by Cagaanan 
and Gosadan (2018) which has the reliability rating of  
0.968 which means that the instruments were highly 
reliable; and Teachers’ Competence in Action Research 
(Cortes et al., 2020) which scale reliability as determined 
by Cronbach’s alpha was 0.972. Teachers will rate their 
competence in various aspects of  research using the 
following scale: incompetent, moderately competent, 
competent, and highly competent. The subsections in 
this part may include areas such as framing questions 
and data collection, identifying literature and theoretical 
knowledge, and analyzing and presenting research data.  
The third part of  the questionnaire deals with the research 
engagement of  the respondents adapted from Caingcoy 
(2020) on Research Engagement whose reliability rating 
is 0.953 which means that the instruments were highly 
reliable. It deals with the motivation to write research and 
the difficulty in conducting research. This allows us to 
understand the level of  research activity among teachers. 

Statistical Treatment of  Data
The fundamental characteristics of  the data in a study 
was described using descriptive statistics. Simple 
descriptions of  the sample and the measurements were 
provided. They serve as the foundation for almost all 
quantitative studies of  data, along with straightforward 
graphical analysis. Frequency and percentage were used 
to distribute the responders among various factors. The 
mean was used as an indicator of  the central tendency 
of  responses, particularly those related to difficulties, and 
the standard deviation was used to gauge the distribution 
of  data. When the respondents are divided into groups 
based on profiles, the analysis of  variance was used to 
test the significance of  the difference in the problem, and 
the Pearson-r moment of  coefficient was used to test 
the significance of  the relationship between the teachers’ 
research competence and their research development. 

Ethical Consideration
It is crucial to ensure the privacy and anonymity of  the 
teachers who participate in this research. Teachers may be 
more inclined to participate honestly and openly if  they 
are assured that their identities and personal information 
will be kept confidential. The following ethical concerns 
were undertaken:

Informed Consent
Obtain informed consent from all participating teachers 
and clearly explain the purpose of  the study, the data 

Bolisong Elementary School 6
Cogon Elementary School 15
El Salvador City Central School 39
Himaya Elementary School 10
Hinigdaan Elementary School 8
Kalabaylabay Integrated School 13
Kibonbon Elementary School 8
Molugan Central School 31
Pedro Sa. Baculio Elementary School 13
Sambulawan Elementary School 6
San Francisco de Asis Elementary School 6
Sinaloc Elementary School 15
Taytay Elementary School 20
Ulaliman Elementary School 10
Cogon National High School 33
El Salvador City National High School 29
Himaya National High School 14
Hinigdaan National High School 18
Molugan National High School 54
Sambulawan National High School 7
San Francisco de Asis National High School 8
Sinaloc National High School 10
Total 391



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collection process, and how their information will be used. 
This is to Ensure that they have the option to withdraw 
from the study at any time without facing consequences.

Data De-Identification
Teachers were asked to remove or replace any personally 
identifiable information (such as names, school names, 
or contact details) from the data during analysis and 
reporting. Pseudonyms assignments may be done to 
participants to protect their identities.

Secure Data Storage
Safeguard the collected data by storing it securely, using 
encryption where necessary, and limiting access to 

authorized personnel only. This to ensure that data is not 
accidentally disclosed to unauthorized parties.

Ethical Review
Ethical approval will be sought from an institutional 
review board (IRB) or ethics committee to ensure that 
the research design and data handling procedures meet 
ethical standards and guidelines.

RESULTS AND DISCUSSIONS
Problem 1. How are the Respondents Distributed 
in Terms of  Key Stage Area, Highest Educational 
Attainment, Related Trainings/ Seminars Attended 
on Research, and Position?

Table 2: Distribution of  Respondents’ Profile in Highest Educational Attainment
Profile Category Frequency Percentage
Highest Educational Attainment Bachelor's Degree 104 26.6

Master's Degree Units Earner 199 50.9
Master's Degree Holder 60 15.3
Doctorate Degree Units Earner 21 5.4
Doctorate Degree Holder 7 1.8
Total 391 100.0

Table 1: Distribution of  Respondents’ Profile in Key Stage Area
Profile Category Frequency Percentage
Key Stage Area Key Stage 1 (Grades 1 - 3) 123 31.5

Key Stage 2 (Grades 4 - 6) 90 23.0
Key Stage 3 (Grades 7 - 10) 125 32.0
Key Stage 4 (Grades 11 - 12) 53 13.6
Total 391 100.0

Table 1 presents the frequency and percentage distribution 
of  the respondents according to their Key Stage Area. 
The data revealed that out of  391 respondents there are 
125 (32%) assigned with Grade 7-10, which obtained the 
highest frequency. This indicates that the majority of  the 
teacher respondents are handling Key Stage 3 (Grade 
7-10) or the Junior High School teachers. Statistically 
speaking, the Junior High School teachers have the 
highest number of  teaching personnel because the Key 
Stage 3 is composed of  four grade levels namely: Grade 
7, 8, 9, and 10. Anderson et al. (2021) highlights the 
continued significance of  focusing on early adolescence 
in educational research and policy. This observation 
indicates a collective effort to enhance teachers’ skills 
in understanding and navigating the unique challenges 
and opportunities associated with the early adolescence 
developmental stage. It signifies a proactive stance towards 
fostering supportive learning environments, reflecting a 
commitment to teacher professional development and 
the optimization of  student outcomes.

On the other hand, data revealed that out of  391 
respondents, there are 53 (13.6%) assigned with 
Grade 11-12, which obtained the lowest frequency. 
This indicates that the least number of  the teacher 
respondents are handling Key Stage 4 (Grade 11-12) or 
the Senior High School teachers. Based on statistics, the 
Senior High School teachers have the lowest number of  
teaching personnel because the Key Stage 4 is composed 
only of  two grade levels namely: Grade 11, and 12. In a 
study by Carter et al. (2023), the authors emphasize the 
importance of  fostering research competence among 
senior high school teachers. The research indicates 
that a lack of  emphasis on research skills at this stage 
may result in missed opportunities for implementing 
evidence-based instructional strategies. The scarcity of  
respondents from Key Stage 4 in the surveyed population 
underscores the urgency of  addressing potential gaps in 
research competence and engagement among senior high 
school educators to ensure the delivery of  effective and 
innovative teaching practices.

Table 2 illustrates the respondents in terms of  highest 
educational attainment. Data show that participants with 

Master’s Degree Units Earner are the highest in terms 
of  highest educational attainment with a frequency 



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of  199 (50.9%). The data emphasizes the prevalence 
and significance of  advanced academic achievements 
among the surveyed population. This underscores the 
commitment of  a substantial portion of  participants to 
pursue postgraduate education, suggesting a potential 
correlation between professional development and the 
acquisition of  advanced degrees. Furthermore, the very 
reason why most of  the teachers are units’ earners is 
only because the number of  units is computed for the 
Equivalency Records Form. For Teacher II requires 
only 20 M.A. units while for Teacher III requires either 
full – fledged M.A. holder or 42 units for Completed 
Academic Requirements in M.A. Recent research by 
Johnson et al. (2022) reinforces the notion that individuals 
with advanced degrees, such as Master’s Degree Units 
Earned, demonstrate increased expertise and specialized 
knowledge in their respective fields. The study highlights 
the positive impact of  advanced education on professional 
competence and career advancement. The observed high 
frequency in this category aligns with the broader trend 
identified in the literature, indicating a commitment to 
continuous learning and professional growth among 

individuals with aspirations for higher educational 
attainment.
On the other hand, data show that participants with 
Doctorate Degree Holder are the lowest in terms of  
highest educational attainment with a frequency of  7 
(1.8%). Access to doctoral programs in the Philippines 
may be limited, especially in remote areas or for teachers 
who cannot afford to pursue higher education due to 
financial constraints. This lack of  access can be a barrier 
for teachers who wish to pursue a doctorate degree. 
Research by Turner and Johnson (2023) suggests that 
barriers such as time constraints, financial considerations, 
and institutional support can influence the pursuit of  
doctoral degrees. Understanding the factors contributing 
to the lower frequency of  Doctorate Degree Holders 
is essential for institutions and policymakers seeking to 
promote diversity and inclusivity in advanced education. 
Additionally, the literature emphasizes the unique 
contributions of  individuals with doctorates to research, 
innovation, and leadership, suggesting potential benefits 
in encouraging a more substantial representation of  this 
educational attainment level.

Table 3: Distribution of  Respondents’ Profile in Trainings/ Seminars Attended
Profile Category Frequency Percentage
Trainings/ Seminars Attended 
on Research

International Level 37 9.5
National Level 34 8.7
Regional Level 55 14.1
Division Level 128 32.7
School Level 137 35.0
Total 391 100.0

Table 4: Distribution of  Respondents’ Profile in Position
Profile Category Frequency Percentage
Position Teacher I 218 55.8

Teacher II 66 16.9
Teacher III 60 15.3
Master Teacher I 35 9.0
Master Teacher II 12 3.1
Total 391 100.0

Table 3 demonstrates the respondents in terms 
of  Trainings/Seminars Attended. Data show that 
participants with the highest number of  responses deal 
with School level attendance having 137 (35.5%). The data 
indicating that participants with school-level attendance 
suggests a significant portion of  the surveyed population 
has engaged in education at the school level. Schools are 
required to conduct Learning Action Cell Sessions as 
part of  the upskilling program in promoting professional 
development. This underscores the foundational role of  
formal education in the lives of  a substantial number of  
participants, implying that school-level attendance has 
played a crucial role in shaping their knowledge, skills, and 
possibly influencing their career trajectories. The research 

by Baker and Brown (2021) emphasizes the enduring 
impact of  primary and secondary education on individuals’ 
cognitive development and socio-economic outcomes. 
However, Data show that participants with the lowest 
number of  responses deal with National level attendance 
having 34 (8.7%). The data highlights a noteworthy aspect 
of  the surveyed population’s educational experiences. 
This insight prompts consideration of  the factors 
influencing lower participation at the national level, 
potentially indicating specific challenges, limitations, 
or opportunities associated with this category of  
educational engagement. Usually, only Master Teachers 
and School Heads are sent to trainings/ seminars at the 
National level because they are required to cascade and 



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re-echo what they have learned from a conference to their 
respective schools. The study by Rodriguez et al. (2022) 
emphasizes the significance of  national-level educational 
initiatives and programs in shaping educational outcomes 
and workforce development. Understanding the lower 
representation in this category may offer insights into the 
effectiveness, accessibility, or desirability of  national-level 
educational opportunities.
Table 4 describes the respondents in terms of  position. 
Data show that participants’ position as Teacher I are 
the highest in terms of  Teaching Position having a 
frequency of  218 (55.8%). The data emphasizes the 
predominant role of  entry-level teaching positions within 
the surveyed population. This insight sheds light on the 
composition of  the teaching workforce, suggesting a 
significant presence of  educators at the initial stage of  
their teaching careers. Research by Smith and Johnson 
(2023) highlights the foundational role of  Teacher I 
positions in the educational system, serving as the entry 
point for many educators. The observed high frequency 
in this category aligns with the broader understanding 
that Teacher I positions play a critical role in shaping 
the early experiences and professional development of  
teachers. Further investigation into the career trajectories 
and professional growth opportunities for individuals in 
Teacher I positions could provide valuable insights into 
the dynamics of  the teaching workforce and inform 
strategies for career advancement within the education 
sector.
However, data show that participants’ position as Master 

Teacher II are the lowest in terms of  Teaching Position 
having a frequency of  12 (3.1%). This can be attributed 
to the fact that at the elementary level, there is an average 
ratio of  10 regular teachers for every 1 master teacher. 
Similarly, at the secondary level, the average ratio is 
5 regular teachers for every 1 master teacher. This 
means that there are fewer master teachers compared 
to regular teachers in both elementary and secondary 
levels. Master teachers are typically experienced and 
highly skilled educators who have undergone additional 
training and have demonstrated exceptional teaching 
abilities. They often play a leadership role in mentoring 
and guiding other teachers. Research by Brown and Davis 
(2022) emphasizes the importance of  mentorship and 
professional development in advancing to higher teaching 
positions. Understanding the factors contributing to the 
lower representation of  Master Teacher II positions may 
offer insights into the professional growth pathways 
and support structures within the education system. 
Further exploration of  the experiences and opportunities 
available to educators aiming for higher-level positions 
could inform strategies to enhance career progression 
and satisfaction within the teaching profession.

Problem 2. How Do the Respondents Assess 
Their Level of  Research Competence in Terms of  
Framing Questions and Data Collection, Identifying 
Literature and Theoretical Knowledge, and 
Analyzing and Presenting Research Data?
Table 5 determines the respondents’ level of  research 

Table 5: Distribution of  Respondents’ Level on Research Competence in terms of  Framing Questions and Data 
Collection
Indicators Mean SD Description
As a teacher, I can…
Formulate a survey questionnaire. 2.66 0.72 Competent
Identify an appropriate research instrument for my research question. 2.58 0.73 Competent
Generate information out of  my questionnaire. 2.63 0.73 Competent
Identify researchable questions. 2.61 0.70 Competent
Conduct the survey instrument in collecting data. 2.67 0.75 Competent
Do a data collection through a questionnaire. 2.71 0.74 Competent
Collect data through interviews, anecdotal records, journals, group discussion, 
and others.

2.68 0.73 Competent

Communicate with others using the e-mail in the data collection. 2.65 0.71 Competent
Use different means of  data collection like interviews, portfolios, questionnaires, 
journals, surveys, group discussion, and others.

2.64 0.73 Competent

Distinguish primary and secondary data from the sources. 2.62 0.73 Competent
Overall Mean 2.64 0.73 Competent

Legend: 3.25-4.00 Highly Competent, 2.51-3.24 Competent, 1.75-2.50 Moderately Competent, 1.00-1.74 Incompetent

competence based on Framing Questions and Data 
Collection. The data exposed that the average mean for 
respondents’ level of  research competence based on 
Framing Questions and Data Collection is 2.64 (SD=0.73) 
which means a high level of  competence. Respondents’ 

level of  research competence, particularly their proficiency 
in framing questions and data collection, is crucial in 
ensuring the reliability and validity of  survey research. The 
study conducted by Golden and Reck (2018) highlights 
the challenges associated with framing effects in survey 



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design, emphasizing the need for careful consideration 
of  question phrasing and response option arrangement. 
In essence, respondents’ research competence plays a 
pivotal role in mitigating the challenges associated with 
framing effects and contributes to the overall robustness 
of  survey research methodologies.
In line with this, the highest item of  respondents’ level 
of  research competence based on Framing Questions 
and Data Collection is “As a teacher, I can do a data 
collection through a questionnaire.” with a mean of  2.71 
(SD=0.74) which means a high level of  competence. 
This implies that the teacher possesses the necessary 
skills and proficiency to effectively utilize questionnaires 
as a method of  data collection in an educational setting.  
Competent respondents, as identified by Ganesha and 
Aithal (2022), possess a comprehensive understanding 
of  various time frames for research data collection. This 
competence allows Ph.D. scholars to exercise thoughtful 
judgment in selecting appropriate intervals, enabling 

them to make informed decisions throughout different 
stages of  their research.
Furthermore, the lowest item is “As a teacher, I can identify 
an appropriate research instrument for my research 
question.” with a mean of  2.58 (SD=0.73) which means 
a high level of  competence. This indicates that despite 
achieving competence in instrument selection, there may 
be room for further enhancement or refinement in the 
teacher’s ability to align research instruments precisely 
with specific research inquiries. Recent research by 
Johnson and Smith (2023) emphasizes the importance of  
teacher research competence in enhancing instructional 
practices and student outcomes. The observed mean 
score aligns with the broader literature, indicating that 
teachers equipped with the ability to identify suitable 
research instruments are better positioned to engage in 
meaningful inquiry and contribute to the evidence base 
for effective teaching strategies.
Table 6 explains the respondents’ level of  research 

Table 6: Distribution of  Respondents’ Level on Research Competence in terms of  Identifying Literature and 
Theoretical Knowledge
Indicators Mean SD Description
As a teacher, I can…
Review literature skillfully and be knowledgeable about. 2.67 0.70 Competent
Organize the review of  related literature. 2.65 0.71 Competent
Synthesize and critically review a body of  literature. 2.62 0.71 Competent
Distinguish my authors, references, and other literature cited. 2.73 0.72 Competent
Locate related literature in library clippings. 2.63 0.75 Competent
Find research articles from both primary and secondary sources. 2.62 0.73 Competent
Anchor my study on a theory. 2.60 0.73 Competent
Analyze what is the best theory to be used. 2.54 0.73 Competent
Make the conceptual framework. 2.59 0.75 Competent
Conceptualize my study on a schematic presentation. 2.58 0.73 Competent
Overall Mean 2.62 0.73 Competent

Legend: 3.25-4.00 Highly Competent, 2.51-3.24 Competent, 1.75-2.50 Moderately Competent, 1.00-1.74 Incompetent

competence based on Identifying Literature and Theoretical 
Knowledge. The data exposed that the average mean for 
respondents’ level of  research competence based on 
Identifying Literature and Theoretical Knowledge is 2.62 
(SD=0.73) which means a high level of  competence. The 
result implies that respondents’ proficiency in identifying 
literature and theoretical knowledge plays a pivotal role 
in advancing scholarly discourse and theoretical progress 
within specific research domains. Ourzik’s (2022) findings 
emphasize the variation in the definition of  constructs 
across different fields, highlighting the importance of  
a nuanced understanding of  the existing literature. A 
competent level of  research knowledge, as identified 
by Garg et al. (2021), allows researchers to address 
gaps in qualitative research, such as the notable scarcity 
in the domain of  customer knowledge management. 
By possessing a comprehensive grasp of  theoretical 
frameworks, competent respondents can contribute to 

the development of  robust foundations for subsequent 
investigations, as suggested by Ourzik (2022). 
In line with this, the highest item of  respondents’ level of  
research competence based on Identifying Literature and 
Theoretical Knowledge is “As a teacher, I can distinguish 
my authors, references, and other literature cited.” with 
a mean of  2.73 (SD=0.72) which means a high level of  
competence. This implies that the teacher demonstrates 
a high level of  proficiency in accurately attributing and 
organizing sources in academic work, contributing to 
effective scholarly communication. Furthermore, the 
ability to identify literature and theoretical knowledge 
empowers scholars to make compelling arguments, as 
demonstrated by Garg et al. (2021), urging organizations 
to acknowledge and assess phenomena like knowledge 
concealment. In doing so, competent respondents 
contribute to the overall theoretical progress in the field 
and provide valuable insights for informed decision-



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making within organizations.
Furthermore, the lowest item is “As a teacher, I can 
analyze what is the best theory to be used.” with a mean of  
2.54(SD=0.73) which means a high level of  competence. 
This indicates that there may be a need for improvement 
in the teacher’s ability to critically evaluate and select 
the most appropriate theoretical framework for specific 
educational contexts or research inquiries.  Research by 

Anderson and Davis (2023) underscores the significance 
of  teachers’ theoretical awareness in shaping effective 
instructional strategies. The observed mean score aligns 
with the existing literature, indicating that teachers who 
can analyze and choose appropriate educational theories 
are better equipped to design pedagogical approaches 
that align with the diverse needs of  their students and 
educational contexts.

Table 7: Distribution of  Respondents’ Level on Research Competence in terms of  Analyzing and Presenting 
Research Data
Indicators Mean SD Description
As a teacher, I can…
Develop a data collection plan. 2.62 0.76 Competent
Summarize collected data dependably and accurately. 2.58 0.75 Competent
Interpret the underlying meaning or the implication of  the data. 2.53 0.74 Competent
Perform preliminary and iterative steps involving reading, describing, and classifying 
research data before proceeding to data analysis.

2.55 0.74 Competent

Identify techniques involved in qualitative data analysis. 2.53 0.73 Competent
Analyze quantitative data regardless of  whether the test involves descriptive or 
inferential.

2.53 0.75 Competent

Identify emerging themes in an inductive analysis of  qualitative data. 2.51 0.74 Moderately 
Competent

Analyze both quantitative and qualitative data in mixed-method research designs. 2.53 0.74 Competent
Make a visual display for the reader to easily understand information. 2.61 0.74 Competent
Present qualitative data in graphs, charts, and networks when necessary. 2.53 0.76 Competent
Overall Mean 2.55 0.75 Competent

Legend: 3.25-4.00 Highly Competent, 2.51-3.24 Competent, 1.75-2.50 Moderately Competent, 1.00-1.74 Incompetent

Table 7 illustrates the respondents’ level of  research 
competence based on Analyzing and Presenting 
Research Data. The data exposed that the average 
mean for respondents’ level of  research competence 
based on Analyzing and Presenting Research Data is 
2.55(SD=0.75) which means a high level of  competence. 
This indicates that respondents’ level of  research 
competence, particularly in the realm of  analyzing and 
presenting research data, holds significant implications 
in the context of  educational research. Kim and Lee’s 
study in 2020 highlighted the critical importance of  data 
literacy within the teaching community, emphasizing that 
educators not only need to collect data but also must 
possess the skills for effective analysis and presentation. 
The findings underscored that these skills are not innate 
but can be cultivated, indicating the need for educators to 
be competent in this regard. 
In line with this, the highest item of  respondents’ level of  
research competence based on Analyzing and Presenting 
Research Data is “As a teacher, I can develop a data 
collection plan.” with a mean of  2.62 (SD=0.76) which 
means a high level of  competence. This implies that the 
teacher exhibits a high level of  proficiency in designing 

comprehensive and effective strategies for gathering 
data in an educational context.  Smith and Johnson’s 
comprehensive review in 2020 further emphasized the 
challenges faced by a considerable portion of  teachers in 
proficiently handling research data, exposing a significant 
gap in data literacy skills that has far-reaching implications 
for the quality of  educational research.
Furthermore, the lowest item is “As a teacher, I can 
identify emerging themes in an inductive analysis of  
qualitative data.” with a mean of  2.51(SD=0.74) labelled 
as moderately competent.
This indicates that there is room for improvement in 
the teacher’s ability to discern and interpret patterns 
within qualitative data through an inductive analytical 
approach. Patel and Garcia’s 2020 study delved deep 
into the intricate challenges educators face in analyzing 
and presenting research data, uncovering issues related 
to data privacy, accessibility hurdles, and nuanced data 
interpretation. Competent respondents are instrumental 
in addressing these challenges, as their proficiency 
contributes to closing the gap in data literacy skills among 
educators, ultimately enhancing the quality and impact of  
educational research.



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Table 8: Summary of  Respondents’ Level on Research Competence
Indicators Mean SD Description
Framing Questions and Data Collection 2.64 0.73 Competent 
Identifying Literature and Theoretical Knowledge 2.62 0.73 Competent
Analyzing and Presenting Research Data 2.55 0.75 Competent
Overall 2.60 0.73 Competent

Legend: 3.25-4.00 Highly Competent, 2.51-3.24 Competent, 1.75-2.50 Moderately Competent, 1.00-1.74 Incompetent

Table 8 shows the summary of  the respondents’ level 
of  research competence. Overall, results show that the 
respondents’ level of  research competence are competent 
in research as indicated by the overall mean of  2.60 
(SD=0.73) which means a high level of  competence. In 
this case, it suggests that most respondents’ responses 
are close to the mean. This means that the majority of  
respondents are competent in research, with only a small 
number being either less competent or more competent. 
The findings from Syahrial et al.’s (2020) study reveal that 
the research competence of  teachers and their inclination 
toward research were predominantly rated as fair or, in 
some cases, still insufficient. 
The indicator “Framing Questions and Data Collection” 
obtained the highest overall mean rating of  2.64 
(SD=0.73) described as competent which means a high 
level of  competence. This suggests that the respondents 
possess the necessary competencies in framing 
questions and data collection, which are crucial aspects 
of  conducting research. They are likely able to design 
research studies that are well-structured and capable of  
generating meaningful data. The result of  this is similar 
to that of  Oyedotun and Lateef  (2020) which focused on 
the development and implementation of  a competency-
based module for research competence. It specifically 

addresses the ability of  students to formulate research 
questions, frame objectives aligned with the research 
question, and choose appropriate study designs for data 
collection. 
The indicator “Analyzing and Presenting Research Data” 
got the lowest overall mean rating of  2.55 (SD=0.75) 
described as competent which means a high level of  
competence. This suggests that while the respondents 
generally possess some level of  competence in analyzing 
and presenting research data, there may be areas where 
they can further enhance their skills. This could involve 
improving their knowledge of  statistical analysis 
techniques, data visualization methods, or effective 
presentation strategies. The study of  Roman (2021) is 
able to determine that research competency of  the higher 
education institutions’ faculty members is a predictor 
of  research productivity particularly on the number of  
researches completed by the faculty. Knowledge on data 
analysis is a positive determinant of  having a higher 
number of  researches completed by the HEI faculty. 

Problem 3. How Do the Respondents Assess 
Their Level of  Research Engagement in Terms 
of  Motivation to Write Research, and Difficulty in 
Conducting Research?

Table 9: Distribution of  Respondents’ Level on Research Engagement in terms of  Motivation to Write Research
Indicators Mean SD Description
As a teacher, I can…
Action research enhances my chance for career promotion 3.16 0.63 Most of  the Time
Action research enhances my teaching efficiency 3.17 0.66 Most of  the Time
I would like to interact with other teacher researchers 3.07 0.63 Most of  the Time
[conducting] Action research allows me to outrank other applicants for promotion 2.70 0.80 Most of  the Time
Most of  my co-teachers have conducted or planned to conduct action research 2.81 0.65 Most of  the Time
I like to publish action research findings to research journals 2.88 0.68 Most of  the Time
I find action research as an interesting and meaningful educational practice 2.96 0.65 Most of  the Time
I like to participate and be recognized in the research congress. 2.80 0.68 Most of  the Time
I like to demonstrate to my peers that the conduct of  action research is not 
that difficult

2.80 0.70 Most of  the Time

I am empowered when I investigate and take actions to classroom problems 2.84 0.64 Most of  the Time
Overall 2.92 0.67 Most of  the Time

Legend: 3.25-4.00 At All Times, 2.51-3.24 Most of  the Time, 1.75-2.50 Sometimes, 1.00-1.74 Never

Table 9 revealed the respondents’ assessment on their 
level of  research engagement based on Motivation to 
Write Research. The data exposed that the average mean 

for respondents’ assessment on their level of  research 
engagement based on Motivation to Write Research 
is 2.92(SD=0.67) described as Most of  the Time. The 



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result implies that respondents expressing a high level 
of  motivation to write research, as indicated by their 
agreement, align with the findings of  Rubi (2021) and 
Narbarte et al. (2018). Rubi’s analysis highlighted that 
teachers are driven to engage in research due to various 
factors, including its role in advancing their careers, the 
desire to publish in research journals, acknowledgment 
at research conferences, and a genuine enthusiasm for 
uncovering novel knowledge. This resonates with the 
motivational factors identified by Narbarte et al. within 
a university environment, where teachers are motivated 
by practical application of  research outcomes, personal 
gratification, opportunities to broaden professional 
networks, participation in research skill development 
programs, and the support provided by academic 
administration.
In line with this, the highest item of  respondents’ 
respondents’ assessment on their level of  research 
engagement based on Motivation to Write Research is “As 
a teacher, I feel that action research enhances my teaching 
efficiency.” with a mean of  3.17 (SD=0.66) described as 
Most of  the Time. This means that the teacher perceives 
a high level between engaging in action research and the 
improvement of  their teaching effectiveness. Research by 
Smith and Johnson (2022) emphasizes the positive impact 

of  action research on teacher professional development 
and instructional effectiveness. The observed mean score 
aligns with the broader literature, indicating that teachers 
who perceive the value of  action research are more likely 
to engage in reflective practices, leading to enhanced 
teaching efficiency and improved student outcomes.
Moreover, the lowest item is “As a teacher, I feel that 
[conducting] action research allows me to outrank 
other applicants for promotion.” with a mean of  
2.70 (SD=0.80) described as Most of  the Time. This 
indicates that the teacher believes in the potential 
career advancement benefits associated with actively 
participating in action research. This insight implies that 
teachers highly recognize the value of  action research not 
only for personal professional development but also as a 
strategic asset in the context of  career progression within 
the educational system. Research by Davis and Anderson 
(2023) underscores the link between action research 
engagement and career advancement for educators. The 
observed mean score aligns with the existing literature, 
indicating that teachers who believe in the promotional 
benefits of  conducting action research are likely to view it 
as a valuable investment in both personal and professional 
growth.

Table 10: Distribution of  Respondents’ Level on Research Engagement in terms of  Difficulty in Conducting Research
Indicators Mean SD Description
As a teacher, I find it difficult to…
Identify issues and problems to be investigated by action research 2.47 0.68 Sometimes 
Search for relevant literature on my chosen topic of  research 2.56 0.65 Most of  the Time
Develop the processes of  how to do research and collective evidence of  research 2.57 0.66 Most of  the Time
Analyze quantitative and qualitative data 2.59 0.68 Most of  the Time
Organize and write the findings 2.54 0.66 Most of  the Time
Make a relevant presentation on my project and write an article for publication 2.61 0.66 Most of  the Time
Use technology in literature search. 2.39 0.80 Sometimes
Use technology in data presentation 2.31 0.81 Sometimes
Use technology in statistical analysis 2.45 0.79 Sometimes
Use technology in bibliographical entries 2.42 0.75 Sometimes
Overall Mean 2.49 0.71 Sometimes

Legend: 3.25-4.00 At All Times, 2.51-3.24 Most of  the Time, 1.75-2.50 Sometimes, 1.00-1.74 Never

Table 10 revealed the respondents’ assessment on their 
level of  research engagement based on Difficulty / non-
difficulty in Conducting Research. The data exposed 
that the average mean for respondents’ assessment on 
their level of  research engagement based on Difficulty / 
non-difficulty in Conducting Research is 2.49 (SD=0.71) 
described as Sometimes. This implies that respondents 
expressing that conducting research is “slightly difficult” 
align with the challenges identified by Caingcoy (2020) in 
the realm of  teacher research tasks. Caingcoy emphasized 
that teachers find tasks such as the analysis of  qualitative 
data, structuring and articulating research findings, 
analyzing quantitative data, and crafting presentations 

and research articles to be particularly challenging. 
Despite these challenges, there is a resounding consensus, 
as highlighted by Patlins (2018), that the cultivation of  
research skills brings undeniable and substantial benefits 
for individuals, emphasizing the importance of  addressing 
these difficulties in the design and implementation of  
continuing professional development activities.
In line with this, the highest item of  respondents’ 
respondents’ assessment on their level of  research 
engagement based on Difficulty / non-difficulty in 
Conducting Research is “As a teacher, I find it difficult to 
make a relevant presentation on my project and write an 
article for publication.” with a mean of  2.61 (SD=0.66) or 



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Most of  the Time. This implies that the teacher may face 
challenges in effectively communicating and disseminating 
their research findings, indicating a potential need for 
support in presentation and publication skills. Research 
by Brown and Smith (2022) highlights the importance of  
supporting teachers in effective knowledge dissemination 
and publication. The observed mean score aligns with 
the existing literature, indicating that teachers who find 
it challenging to present and publish their work may 
benefit from targeted interventions aimed at improving 
communication skills and navigating the publication 
process.
Moreover, the lowest item is “As a teacher, I find it difficult 

to use technology in data presentation.” with a mean of  
2.31 (SD=0.81) labelled as Sometimes. This indicates 
that the teacher may encounter minor challenges in 
incorporating technology for effective data presentation, 
indicating a relatively manageable barrier that could 
benefit from targeted support or training. Research by 
Anderson and Davis (2022) emphasizes the significance 
of  technology integration in education and the potential 
benefits for enhancing teaching practices. The observed 
mean score aligns with the broader literature, indicating 
that teachers who find it slightly difficult to use technology 
for data presentation may benefit from targeted training 
and support to enhance their technological skills.

Table 11: Summary of  Respondents’ Level of  Research Engagement
Indicators Mean SD Description
Motivation to Write Research 2.92 0.67 Most of  the Time
Difficulty in Conducting Research 2.49 0.71 Sometimes
Overall 2.71 0.69 Most of  the Time

Legend: 3.25-4.00 At All Times, 2.51-3.24 Most of  the Time, 1.75-2.50 Sometimes, 1.00-1.74 Never

Table 11 shows the summary of  respondents’ level of  
research engagement. Overall, results show that the 
respondents’ level of  research engagement was high as 
indicated by the overall mean of  2.71 (SD=0.69). This 
suggests that the respondents in the study displayed a 
high level of  interest, involvement, and commitment to 
research activities. They actively engaged in research-
related tasks and showed a strong desire to contribute to 
the field. This indicates a positive research culture and a 
favorable research environment among the respondents. 
Research productivity is an important criterion for the 
university to assess teachers. Studies about factors that 
affect teachers’ research productivity are increasing 
nowadays. It is generally agreed that academics’ research 
productivity depends on how much mentorship 
is provided to them and how the current working 
environment is mediated by their research motivation and 
self-efficacy (Li & Zhang, 2021).
The indicator “Motivation to Write Research” obtained 
the highest overall mean rating of  2.92 (SD=0.67) 
described as Most of  the Time. This indicates a positive 
attitude towards writing research among the respondents. 
They demonstrate a high level of  motivation, which 
is an important factor for producing quality research 
outputs. This suggests that the respondents are likely to 
be proactive in their research endeavors and are driven 
to contribute to the advancement of  knowledge in their 
respective fields. These results are consistent with a 
similar cross-sectional survey conducted among hospital 

pharmacists, underscoring a parallel trend. In that study 
by Sarwal et al. (2018), despite facing diverse challenges 
and impediments, the surveyed hospital pharmacists 
exhibited a prevailing positive outlook, held favorable 
perspectives on research, demonstrated an elevated 
level of  motivation, and expressed a genuine willingness 
to embrace and integrate research practices into their 
professional roles. 
The indicator “Difficulty in Conducting Research” 
got the lowest overall mean rating of  2.49 (SD=0.71) 
described as Sometimes.
This suggests that the respondents had a positive 
perception of  conducting research and did not view it 
as overly difficult. This indicates a level of  confidence 
and competence in their research skills and abilities. 
It also suggests that they may have had the necessary 
resources, support, and expertise to effectively carry out 
their research projects. As elucidated in Rubi’s (2021) 
research, the findings signify that teachers encounter 
certain challenges when engaging in research endeavors; 
nevertheless, their motivation to pursue research remains 
robust due to the promising career advancement 
prospects it offers.

Problem 4. Is There a Significant Relationship 
between the Level of  Teachers’ Research Competence 
Towards Their Research Engagement in Terms 
of  Motivation to Write Research and Difficulty in 
Conducting Research?

Table 12: Test of  Relationship between the Teachers’ Research Competence and Level of  Research Engagement
Teachers’ Research Competence Research Engagement

Motivation to Write Research Difficulty in Conducting 
Research

R p-value Interpretation r p-value Interpretation
Framing Questions and Data Collection .491 .000 S -.228** .000 S



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Identifying Literature and Theoretical 
Knowledge

.533 .000 S -.186** .000 S

Analyzing and Presenting Research Data .513 .000 S -.168** .001 S
Average .498 .000 S -.200** .000 S

Legend: *significant at p<0.05 alpha level, S – significant, NS – not significant

Table 12 depicts the significant relationship between 
the level of  teachers’ research competence towards 
their research engagement in terms of  Motivation to 
Write Research and Difficulty in Conducting Research. 
Since the p-value is less than 0.05 level, therefore, the 
null hypothesis is rejected. The data further exposed 
that teachers’ research competence in terms of  Framing 
Questions and Data Collection, Identifying Literature and 
Theoretical Knowledge, and Analyzing and Presenting 
Research Data has a positive significant relationship with 
research engagement in terms of  Motivation to Write 
Research. In the university environment, the research of  
Narbarte et al. (2018) pinpointed five key motivators that 
significantly propel teachers into engaging in research 
activities. These motivators encompass the practical 
application of  research outcomes, personal gratification 
derived from research endeavors, the opportunity 
to expand professional networks, participation in 
comprehensive research skill development programs, and 
the instrumental support and encouragement provided 
by the academic administration. In tandem with this 
positive perspective, the study conducted by Sarwar et 
al. (2018) on hospital pharmacists, despite encountering 
diverse challenges, revealed a prevailing positive 
outlook, favorable perspectives on research, heightened 
motivation, and a genuine willingness among the surveyed 
pharmacists to embrace and integrate research practices 

into their professional roles. 
On the other hand, teachers’ research competence 
has a negative significant relationship with research 
engagement in terms of  Difficulty in Conducting 
Research. The study by Caingcoy (2020) underscores 
the formidable challenges confronted by teachers, with 
a primary emphasis on the analysis of  qualitative data, 
closely succeeded by tasks such as structuring and 
articulating research findings, analyzing quantitative 
data, and proficiently crafting presentations and research 
articles for potential publication. Furthermore, a more 
recent investigation sheds light on the distinctive hurdles 
encountered by junior high school educators in the realm 
of  action research, specifically centering on literature 
review, results presentation, dissemination of  research 
findings through publication, and the intricacies of  data 
collection (Tindowen et al., 2019).
This insight aligns with the findings of  Caingcoy (2020) 
and Tindowen et al. (2019), highlighting the intricate 
nature of  challenges faced by educators in the pursuit of  
research endeavors.

Problem 5. Is There a Significant Relationship 
between the Level of  Teachers’ Research Engagement 
and Their Characteristics in Terms of  Key Stage Area, 
Highest Educational Attainment, Related Trainings/ 
Seminars Attended on Research, and Position?

Table 13: Relationship between the Levels of  Teachers’ Research Engagement When Grouped According to Profile
Respondents Profile Teachers’ Research Engagement Indicators

Motivation to Write Research Difficulty in Conducting Research Overall
r-value r-value r-value
p-value p-value p-value

Key Stage Area 0.018 0.001 0.004
(NLR) (NLR) (NLR)
0.719 0.990 0.942
NS NS NS

Highest Educational 
Attainment

0.006 0.023 0.016
(NLR) (NLR) (NLR)
0.908 0.656 0.745
NS NS NS

Trainings/ Seminars 
Attended on Research

0.524 0.230 0.520
(MPR) (WPR) (MPR)
0.041* 0.005* 0.006*
S S S

Position 0.233 0.180 0.199
(WPR) (WPR) (WPR)



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0.001* 0.001* 0.001*
S S S

Legend: *significant at p<0.05 alpha level, S – significant, NS – not significant

Table 13 shows the test of  relationship between teacher-
respondents’ research engagement and their profile. The 
data shows that attendance to related training/seminars 
about research showed a moderate significant relationship 
on the level of  research engagement as indicated by 
the correlation r-value and probability value less than 
0.05 alpha level which led to the rejection of  the null 
hypothesis. This implies that the teacher-respondent’s 
attendance to related training/seminars on research was 
moderately related to their level of  research engagement.  
The study of  Perines (2021) showed evidence that 
although the future teachers highly value educational 
research, they believe that the training they are receiving 
has considerable weaknesses. They highly value the work 
of  some of  their teachers and feel they have acquired 
new knowledge and tools as part of  the courses they have 
taken, but they think there is little continuity between the 
instances where educational research is taught. 

Furthermore, the respondents’ teaching position showed 
weak but significant relationship on the level of  research 
engagement as indicated by the correlation r-value and 
probability value less than 0.05 alpha level which led to 
the rejection of  the null hypothesis.
This implies that the teacher-respondent’s position was 
related to their level of  research engagement. With a 
concentrated focus on specialized teaching positions, 
particularly those held by special education instructors 
or bilingual educators, Caganaan and Gosadan (2018) 
undertakes a meticulous assessment of  the influence 
exerted by these roles on research competence. It delves 
deeply into the distinct research requirements and 
contributions that emerge within the specialized realms 
of  education.

Problem 6. Based on the Findings, What Research 
Development Plan for Teachers Can be Designed?

Table 15: Matrix of  Research Development Plan
Year 1 (2024): Building Foundations
Areas of  
Concern

Specific 
Objectives

Strategies/ 
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Frame

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Involved

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Am. J. Arts Hum. Sci. 3(1) 24-44, 2024

Year 2 (2025): Developing Research Skills
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E
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CONCLUSIONS
Teachers’ research and competence posited 
complementary synergy theorizing that teachers with 
higher research competence are engaged in research 
pursuits relevant to professional growth within the 
context of  education. Teachers in the Division of  El 
Salvador City are competent in terms of  data collection 
and are highly engaged in enhancing teaching efficacy 
as a motivation to write research. In depth interview 
revealed that despite being highly engaged in research, 
the completion of  research output is hindered by 
ancillary functions. Moreover, the research engagement 
of  teachers is notably influenced by their participation 
in relevant training sessions and seminars on research, as 
well as by their current professional positions.

RECOMMENDATIONS
Based on conclusions of  the study, the following 
recommendations are hereby forwarded:

1. For the Division Office of  El Salvador City to adopt 
the proposed three-year research development plan in the 
following areas: analyzing and presenting research data, 
motivation to write research, difficulty in conducting 
research, and publication of  completed researches as it 
would greatly encourage and motivate teacher-researchers 
to engage in research activities and produce research 
papers for publication.

2. For the instructional leaders and school heads to 
allocate resources from the schools’ maintenance and 
other operating expenditures as stated in the three-year 
development plan in providing national-level training 



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Am. J. Arts Hum. Sci. 3(1) 24-44, 2024

and seminars on research. By prioritizing these initiatives, 
instructional leaders and school heads can empower 
teachers to advance their careers and contribute to the 
improvement of  the education system.

3. For the teachers to give more time to collaborate 
in increasing research output completion and pursue 
professional development in research completion. it is 
recommended that they initiate peer-sharing sessions 
focused on identifying emerging themes and conducting 
inductive analysis of  qualitative data. These sessions 
would provide a platform for teachers to share their 
insights, experiences, and research findings, promoting 
a culture of  learning and collaboration. Teachers are 
more likely to engage in research pursuits, contributing to 
their professional growth, improvement of  educational 
practices, and enhancement of  the teaching profession.

4. For the future researchers to delve into additional 
variables impacting research outputs and the quantity of  
published studies conducted by teachers in the respective 
field.

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