RESEARCH WRITING COMPETENCE

DEVELOPMENT PROGRAM

TO ENHANCE THE RESEARCH WRITING COMPETENCE OF PUBLIC HIGH

SCHOOL TEACHERS IN MALASIQUI, PANGASINAN

I. INTRODUCTION

Action research is demanding, complex, and challenging because the

researcher not only assumes responsibilities for doing the research but also for

enacting change. Enacting change is not easy—it requires time, patience, and

sound planning, communication, and implementation skills. So, in establishing

a foundation for conducting action research are no disgrace and are in most

respects preferable to more ambitious ones. The visibility and impact of early

efforts may be small, but it is advisable to consider carefully the relative merits

of simple versus more intricate research plans and data analysis procedures.

Action research essentially trying to solve a mystery you want to know

how something works or why something happened. It assumes caring

knowledge is contextual knowledge, with the understanding that human

actions always take place in context and must be understood in context. It

assumes knowledge is tentative and probabilistic, continually subject to

modification. It views “not knowing” and ambiguity as resources for learning.

Action research assumes teacher development involves lifelong learning in

changing and multidimensional contexts. Action research is grounded in the

reality of the school, classroom, teachers, and students. It is a process in which

study and inquiry lead to actions that make a difference in teaching and

learning, that bridge doing (practice), learning (study), and reflection (inquiry).

Action research reflects deliberate attention to the ways that what we know is

caught up in what we do and who we are. Through action research, we

intellectually and affectively nurture ourselves, our classrooms, and our

students. Classrooms and schools become sites where new meanings and

understanding are created and shared.

In this regard, teachers’ action research writing competence plays an

important role as it provides answer to problems encounter inside every

teacher’s classroom and school environment. Thus, teachers should be

competent enough on the fundamentals of action research.

This action research writing competence development program will be

conducted primarily to enhance the research competence of teachers in public

high schools in Malasiqui, Pangasinan.

II. PRGRAM OBJECTIVES

At the end of this action research writing competence development

program, the participants are expected to:

General:

1. Equip school heads and teachers with better knowledge and

understanding of the various concepts of action research in Malasiqui.

 2. Resolve the problems and issues encountered in the conduct of school-

based action research writing in Malasiqui, Pangasinan.

Specific:

1. Discuss the importance of action research writing.

2. Explain the contributions of action research writing in the process of

education.

3. Discuss the level of competence of teachers in action research writing.

4. Discuss the parts of an action research.

5. Discuss action research writing competence along Innovation

Intervention and Strategy
6. Discuss action research writing competence along Research Methods:
Data Gathering Methods
7. Discuss action research writing competence along Action Plan.

8. Discuss the prevalent problems and issues on Action Research; and

9. Present and discuss the corresponding solutions to the problems in

action research writing.

III. DEVELOPMENTAL PROGRAM CONTENT

The development program is composed of the following parts/topics:

PART I IMPORTANCE OF ACTION RESEARCH WRITING TO PUBLIC

HIGH SCHOOL TEACHERS

PART II LEVEL OF WRITING COMPETENCE OF TEACHERS IN

PUBLIC HGH SCHOOL TOWARDS WRITING RESEARCHES

PART III DEVELOPING RESEARCH WRITING COMPETENCE OF

TEACHER-RESEARCHERS ALONG THE FOLLOWING:

a. Innovation Intervention and Strategy (Part II);

b. Research Methods: Data Gathering Methods (Part IV-B);

and

c. Action Plan (Part IV).

PART IV PREVAILING PROBLEMS AND ISSUES IN CONDUCTING

ACTION RESEARCH

PART V PROPOSED SOLUTIONS/INTERVENTIONS ON THE

IDENTIFIED PREVAILING PROBLEMS AND ISSUES IN

CONDUCTING ACTION RESEARCH

IV. OPERATING PROCEDURES

A. Participants

The participants to this program will be the school heads, teachers,

teacher-research coordinators in the public high schools of Malasiqui,

Pangasinan.

B. Venue and Duration

 This training will be conducted in 3-days at Nalsian-Tomling National

High School, Malasiqui, Pangasinan.

C. Methodology

The training will utilize the following methodologies:

1. Lecture

2. Discussion

3. Group Dynamics

4. Demonstration

5. Writeshop

D. Staffing

The following will be in-charge of the developmental program:

Program Consultants District Supervisor in SDO1 Pangasinan

Program Coordinator Jenica J. Martinez

Researcher/ Proponent

Program Facilitators All School Heads of Public High Schools of

Malasiqui, Pangasinan

V. PROGRAM ACTIVITIES

(Please refer to the attached Program of Activities)

VI. BUDGETARY REQUIREMENTS

Program Supplies and Materials - - - P 5,000.00

 Venue - - - - - - - P 10,000.00

Meals and Snacks - - - - - P 30, 000.00

TOTAL P 45, 000.00

* It is presumed that the speaker will waive their honoraria.

VII. DEVELOPMENT PROGRAM MANAGEMENT

This research writing competence development program for teachers in

public high school in Malasiqui, Pangasinan shall be under the overall

management of the Office of the Schools Division Superintendent of

Pangasinan District I with the coordination of the proponent and in

consultation with the Office of the Regional Director of Department of

Education, Region I.

The resource speakers for the proposed research writing competence

development program shall be chosen based on their competence/expertise

along the different topics on research.

Prepared by:

JENICA J. MARTINEZ
Proponent/ Researcher

Noted:

SHEILA MARIE A. PRIMICIAS, CESO VI

Schools Division Superintendent
 DAY 1
Time Activity/Topic Speaker/Facilitator Methodology
7:30 – 8:30 Registration c/o Malasiqui
8:30 – 9:00 Opening Program District Teachers
9:00 – 10:30 Action Research Erlindo P. Sergote, Lecture
Writing: Its Importance Ph.D Discussion
in Education Brainstorming
10:30-12:00 Contributions of Action Presley De Vera, Lecture
Research Writing in Ph.D Discussion
the process of Brainstorming
education. Experiential
Learning
12:00 – 1:00 LUNCH BREAK
1:00 – 2:30 Level of competence of Rechelyne Espinoza, Discussion
teachers in Action Ph.D
Research writing on
the basic parts of an
Action Research.
2:30-4:00 Problems and issues Merlita Q. Santos, Discussion
on Action Research Ph. D Experiential
writing and solution to Learning
the problem.
Departure

DAY 2
Time Activity/Topic Speaker/Facilitator Methodology

8:00 – 8:30 Unfreezing Activities, c/o Malasiqui

Roll Call and District Teachers
Recapitulations
8:30 – 12:00 Developing Research Presley De Vera, Lecture
Competence along Ph. D Discussion
Innovation, Intervention Brainstorming
and Strategy. Write-shop
12:00 – 1:00 LUNCH BREAK

1:00 – 3:00 Developing Research Erlindo P. Sergote, Lecture

Competence along Ph. D Discussion
Research Methods: Demonstration
Data Gathering Brainstorming
Methods. Write-shop
Departure
 DAY 3
Time Activity/Topic Speaker/Facilitator Methodology

8:00 – 8:30 Unfreezing Activities c/o Malasiqui

District Teachers
8:30 – 12:00 Developing Research Rechelyne C. Lecture
Competence along Espinoza, Ph. D Discussion
Action Plan. Demonstration
Write-shop

12:00 – 1:00 LUNCH BREAK

1:00 – 3:00 Action Research Writing Speakers Write-shop

Write-shop
3:00-4:00 Submission and Speakers
Evaluation of Outputs
Departure

*Chosen based on their expertise/competence on the topic.

Prepared by:

JENICA J. MARTINEZ
Researcher/Proponent
 Limiting Factors that Hinder the Action Research Writing of Public High

School Teachers in Malasiqui, Pangasinan

The following factors are the results of the semi-structured interview with

the public high school teachers that dealt with their competence in writing

action research. The topic guide of the semi-structured interview can be

reviewed on Appendix F.

Environmental Factor

Environmental factor is an identifiable element in the physical, cultural,

demographic, economic, political, regulatory, or technological environment that

affects the survival, operations, and growth of an organization.

Most of the teachers in public high schools in Malasiqui, Pangasinan are

affected by this factor towards conducting action researches. It is evident in the

first two questions in the interview that some teachers answered they are not

competent enough in writing action research because of the environment in

school with too much work, they lack of time and also, it is mentioned that

they lack trainings, seminars and workshops. Even teachers want to attend

and gain information on action research writing, they are not chosen to acquire

the enough knowledge and skills because of the unfair deployment of the heads

of schools to send teachers for trainings.

Motivational Factor

Teachers’ motivation in writing action researches is manifest in the third

and fourth question. The drive of teachers’ behavior related to the intrinsic

nature of the work, but not necessarily to the surrounding circumstances or

environment.

Though some teachers are motivated at first, some of them lack interest

due to the long process of action research and lots of revisions. Some of the

respondents also admitted that they are not knowledgeable of the task and are

not aware that action research writing is a must for teachers in public schools

as professional development. This finding is contended by Zhou (2014) that

the problems faced by faculty members when doing research were teachers

misunderstand of research; lack of time, theoretical guidance and knowledge of

research methodology; adequate library resources, pressure and frustration

during the research.

Socio-Economic Factor

Socio-economic factor may also be considered as factor affecting the

writing competence of teachers. It is mentioned from the interview that in

conducting action research, teachers need enough budget and time.

Socio-economic factor encompasses not just income but also educational

attainment, financial security, and subjective perceptions of social status and

social class. Socioeconomic status can encompass quality of life attributes as

well as the opportunities and privileges afforded to people within society.

Poverty, specifically, is not a single factor but rather is characterized by

multiple physical and psychosocial stressors. Further, Socioeconomic status is

a consistent and reliable predictor of a vast array of outcomes across the life

span, including physical and psychological health. Thus, it is relevant to all

realms of behavioral and social science, including research, practice, education

and advocacy.

Social Factor

Social factor is one of the factors that hinder teachers in writing action

research. It is the facts and experiences that influence individuals' personality,

attitudes and lifestyle.

Some teachers answers that they have family so that they can afford to

write an action research as it takes a lot of their time, money and attention.

Parent educators do not have much interest in writing action research. Among

the issues often raised by teachers regarding action research are time

constraints and heavy workloads as mentioned by Jun Zhou 2013; Othman

2011; Volk 2010; Nor' Azah 2007. Action research is not an official duty of an

educator; however, it is regarded as a burden by them.