Research Capability of Teachers: Its Correlates, Determinants and Implication for Continuing Professional Development

The study aims to find out the experiences and observations of teachers in teaching Research to Junior High School students. In particular, it wants to identify what needs to be enhanced in the research curriculum and faculty development program, particularly in terms of the knowledge and skills of research teachers and the other teachers in the junior high school department. It found out that students consider research a difficult subject that makes them less interested. Research theories and concepts appropriate for junior high school must be identified for curriculum revision. Teachers believed that they need to enhance their knowledge and skills and gain more experience in writing to become creative and confident research teachers. For teachers to be actively engaged in research, they have to be provided with training and workshops related to research and be strongly encouraged to do at least action research. The faculty development program may also include creating research mentors and the provision of opportunities for publication

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“…It is also suggested that an opportunity for publication be provided to teachers who have (Caingcoy, 2020).…”

Section: Resultsmentioning

confidence: 99%

Revitalizing Research in the Junior High School Program: Inputs for Curriculum Development and Faculty Development Program

Arrieta

Marasigan

2021

ETERNAL

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“…Notably, Caingcoy (2020) acknowledged that academics and professionals have recently shown a surprising and overwhelming interest in research capability. In his study, the results yielded that teachers were slightly capable to conducting research and having neutral attitudes toward it, motivated to write research, had a high level of difficulties in research processes, and moderately capable of action planning.…”

Section: "With the Popularity Of Research I Need To Be Equipped With ...mentioning

confidence: 99%

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Janer,

Azarias

2024

IJRSE

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Continuous professional development programs play an essential role in developing competency of teachers, because of their positive impact to students' academic achievement.Professional Development program is aimed at equipping teachers with the necessary knowledge and skills to make them efficient, effective and successful in their job. While the importance of continuous professional development is recognized, more investigations are needed to describe and identify the current professional practices and needs of teachers as bases in crafting an effective professional development program. In such perspectives, this study was conceptualized. Through the interviews, the study produced extended texts as a result of transcribing the interview recordings. Thorough text's thematic analysis on professional development practices led to the discovery of important three themes dubbed as ACE: Attending Professional Activities, Collaborating with Colleagues, and Enrolling Graduate Studies. These themes emphasized the professional development practices of teachers. Furthermore, this study discovered the professional development needs of teachers as revealed by the thematic analysis of the gathered data, dubbed as the 5S of teachers. These needs are focused on having intensive trainings on strategies in Integrating Information and Communications Technology (ICT) to pedagogy, strategies on classroom management, skills in communication, strategies in localizing instruction, and skills in writing research. Finally, the study concludes that undergoing ACE will address the identified 5S. In such light, the localized primer developed may be used to crafting and implementing professional development programs thereby enhancing teachers' competency that will ultimately pave the way for transformative teaching practices, enriched learning experiences, and empowered students.

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“…Further, according to Wong's (2019) research, training in research, attitudes toward research, and understanding of research may all be used to explain how well educators can do research. Regression analysis in the study of Fetalver ( 2010), as cited in Caingcoy (2020), revealed that attitudes and personal interest in research, educational attainment, leadership abilities in research (admin), research facilities, duration of service, and research training all had an impact on one's capacity to conduct research. Thus, if these strands can be strengthened, then teachers' attitudes toward research shall be improved as well.…”

Section: Table 3 Factors Affecting Action Research Making In Terms Of...mentioning

confidence: 99%

“…The above findings were backed up by the study of Caingcoy (2020) when he stated that teacher-researchers are proficient in conceptual knowledge but only marginally in computational and technical knowledge. This was also supported by the findings of Dela Cruz ( 2016) and Abarquez and Palbaca (2013).…”

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confidence: 96%

Teachers as Researchers: Skills and Challenges in Action Research Making

Oestar¹,

Marzo²

2022

Int. J. Theory Appl. Elem. Second. Sch. Educ.

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The study aims to determine the level of competency of teachers as researchers as well as determine the factors that affect them in action research. Quantitative research, specifically the descriptive design, was used. It was conducted in the second congressional district of Quezon Province, Philippines, composed of 147 elementary and secondary teachers who have started writing action research. Relevant data were gathered through a validated survey questionnaire. The study was facilitated with confidentiality. Responses were treated through weighted arithmetic mean. The results revealed that 1) 32 out of 38 skills in action research writing landed in the lower bracket of the competent level. However, six skills landed on the less competent level. It has been noted that teacher-researchers are weak in choosing the tools for data analysis and interpretation, encoding quantitative and qualitative data, and interpreting results from the software. They were also less competent in publishing their completed action research. 2) Knowledge, attitude, and resources were the factors that affected teachers in their engagement in conducting action research. The respondents were limited to 147 retrieved questionnaires from the districts of Dolores, San Antonio, Candelaria, Sariaya, and Lucena. For further study, it was suggested that future researchers might come up with a larger scope and population. The findings of the research may be important to teachers and administrators since it will serve as a baseline for the status of action research-making in the district. The results should be the focus of capability-building activities of teachers.

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Research Capability of Teachers: Its Correlates, Determinants and Implication for Continuing Professional Development

Cited by 5 publications

References 8 publications

Revitalizing Research in the Junior High School Program: Inputs for Curriculum Development and Faculty Development Program

Revitalizing Research in the Junior High School Program: Inputs for Curriculum Development and Faculty Development Program

Edukalidad 2.0: Professional development practices and needs of medium elementary schools in District II Schools Division of Candon City

Teachers as Researchers: Skills and Challenges in Action Research Making

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