RESEARCH COMPETENCE AND ATTITUDE OF SCHOOL HEADS AND

MASTER TEACHERS: IMPLICATION FOR CAPACITY BUILDING

An Outline Presentation

Presented to
The Faculty of the Graduate School
Zamboanga City State Polytechnic College
Vitali Campus

In
Partial Fulfillment of the Requirements for the Degree in
Master of Arts in Education major in Educational Administration

SHELLANE B. LEGO
August, 2020
 CHAPTER I

INTRODUCTION

Background of the Study

The conduct of educational research especially in basic education is

reinforced in Republic Act 9155 or the Governance of Basic Education Act of

2001 (Chapter 1, Section 7 (5), RA 9155) as it mandates Department of

Education (Deped) to “undertake [national] educational research and studies”

which can become part of the basis for necessary reforms and policy inputs.

School heads shall be both an administrative manager and instructional leader.

Their role as a leaders and managers must lead the school to reach its fullest

potential. The achievement of school goals and objectives is attributed by the

performance of school principals who are performing critical roles in leading and

managing school operations. School heads are supposed to be well abreast with

their functions as school managers referring to the standardized competency as

basis so that somehow they will be able to demonstrate competence,

commitment and accountability in providing access to quality and relevant

education for all through transformational leadership and high degree of

professionalism.

Deped Order 43, s. 2015 or Revised Guidelines for the Basic Education

Research Fund (BERF) further emphasizes this as it called for evidence-based

policy development through the institution of reforms that strengthen

transparency and accountability (DepEd Order No. 43, s. 2015). On top of this
policy, DepEd started to provide funding facility for research through the Basic

Education Research Fund (BERF) under DepEd Order No. 24, s. 2010. The said

fund was made available to internal and external research practitioners that meet

the minimum eligibility requirements. To date, DepEd Order No. 43, s. 2015

revitalized this initiative with the revised guidelines for BERF.These mechanisms

manifest the full support of the government to educational research. This

provides the perfect environment for Master Teachers to conduct action

researches which can become bases for policy proposals and reforms. This is,

in fact, part of the duties and responsibilities of MTs based on the Results-Based

Performance Management System (RPMS) where it is stipulated under the

Position and Competency Profile - “conducts in-depth studies or action

researches on instructional problems” and “conducts at least one action

research every year”.

Department of Education Order no. 39 series 2016 mandates the conduct

of educational research and in the utilization of research results to inform the

planning, policy and program development aligned with its vision, mission, goals

objectives and core values. Morever, the united Nations Economic scientific and

cultural organization (UNESCO) (2014) world declaration for the twenty first

century accents the important role of research in any endeavor.

The importance of research capability among the teaching personnel

should not be relegated in the back seat because the backbone of development

in an educational institution is found in the research competence of all teachers,

novice and experienced ones.

 As observed by the researcher in Zamboanga City Division school heads

and master teachers were into research primarily for promotion, some attempted

to conduct however, few are able to complete and finish the research work.

After a throrough review, it appears that there is no investigation, or at

best modest amount, on the level of Research Competence of School Heads

and Master Teachers; hence, this study intends to fill the existence of this

identified gap through the conduct of this investigation which primarily aimed to

determine the level the Research Competence of School Heads and Master

Teachers to address issues and phenomenon.

Statement of the Problem

This study will be conducted to determine the Research Competence of

School Heads and Master Teachers in Zamboanga City Division in school year

2020-2021.

Specifically, the study seeks to answer the following questions:

1. What is the research competence of school heads in terms of;

1.1 selection of research title

1.2 developing conceptual framework

1.3 review of related literatures

1.4 research methodology

1.5 data analysis

1.6 result and discussions

1.7 conclusion and recommendation

2. What is the research competence of master teachers in terms of;

1.1 selection of research title

1.2 developing conceptual framework

1.3 review of related literatures

1.4 research methodology

1.5 data analysis

1.6 result and discussions

1.7 conclusion and recommendation

3. What is the research attitude of the school heads and master teachers?

4. Is there a significant difference in the research competence of school heads

when data are analyzed into educational qualifications, related trainings and

age?

4. Is there a significant difference in the research competence of master teachers

when data are analyzed into educational qualifications, related trainings and

age?

5. Does research competence significant vary when data are grouped into

respondents?

6. On the basis of the findings, what capacity building can be designed?

Significance of the Study

 This study would be beneficial to the following:

Department of Education Officials. This study can provide information

to DepEd officials the level of research competence of school heads and master

teachers as instructional leaders in school to enhance students learning.

School Heads. The study will be provided with empirical data on their

level of research competence .They are aware of their competence in research

for innovation in school operations as instructional leaders and engage in

research projects to address students’ performance and improve classroom

practices and develop research culture among teachers.

Master Teachers. The study can provide their level of research

competence they can exert effort to make this as channel towards the

attainment of the educational goals and objectives and improved practices,

instruction and evaluation through directly engaging in the research process.

Students. This study can benefit the students by awareness of the school

leaders of their research competence can improved and make innovations to

have quality education

Researchers. The study can provide data to researchers who intend to

conduct researches similar to the present investigation. These can enrich and

provide support to some of the findings of their studies.

Scope and limitation of the Study

This study will be delimited to determine the Research Competence of

School Heads and Master Teachers in Zamboanga City Division in school year

2020-2021. It will be conducted in all national high schools in Zamboanga City

Division, school year 2020-2021. These schools are coded as follows: Schools A,

B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R,S,T,U,V,W,X,Y,Z.

The respondents of the study will be the School Heads and Master

Teachers of the Division of Zamboanga City.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the legal bases, review of related literature and

studies, conceptual frameworks, the hypotheses and the operational definition of

key variables and other terms.

Legal Bases

Basic Education Governance Act of 2001 underscored the role of research

in the management and administration of the basic education system. With the

mandate of DepEd has strived to strengthen research in the department. Such

efforts include various research initiatives under the basic education system

reform agenda (BESRA) as well as the establishment of the research, innovation,

and policy Evaluation Secretariat (RIPES) in 2003.

Deped Order 43, s. 2015 or Revised Guidelines for the Basic Education

Research Fund (BERF) further emphasizes this as it called for evidence-based

policy development through the institution of reforms that strengthen

transparency and accountability. On top of this policy, DepEd started to provide

funding facility for research through the Basic Education Research Fund (BERF)
under DepEd Order No. 24, s. 2010. The said fund was made available to

internal and external research practitioners that meet the minimum eligibility

requirements. To date, DepEd Order No. 43, s. 2015 revitalized this initiative with

the revised guidelines for BERF. These mechanisms manifest the full support of

the government to educational research. This provides the perfect environment

for Master Teachers to conduct action researches which can become bases for

policy proposals and reforms. This is, in fact, part of the duties and

responsibilities of MTs based on the Results-Based Performance Management

System (RPMS) where it is stipulated under the Position and Competency Profile

- “conducts in-depth studies or action researches on instructional problems”

and “conducts at least one action research every year”.

In support to the Department of Education’s Policy development process,

research agenda, policy and program development and implementation,

Department Order No. 16, s. 2017 mandates to promote and strengthen the

culture of research in basic education by establishing the Research Management

guidelines (RMG).DepEd issued DO. No. 65 s. 2003 to provide guidance in

managing research initiatives in the national, regional, school division and school

levels.In addition, DepEd order no. 13, s. 2015 establised policy development

process within the agency leverages the use of evidence.

Related Literature

Foreign
 Andriessen (2014) introduced the concept of research competence as a

specific quality needed for highly- educated professionals, He pointed out

scientific rigor and practical relevance of their work as necessary qualities.

One of these mechanisms is the introduction of Master Teacher positions

in the Philippines, initially in 1978, at four levels, which match the salary grades

of principals and assistant principals. With this, a two-track system of career

progression for teachers was made available: school administration and

classroom teachers. As in most countries, the career paths of teachers,

especially talented practitioners lead to headship which is done by

progressively reducing classroom work in order for them to take on leadership

and management responsibilities (Bush, Glover, Yoon Mooi & Romero, 2015).

In order to maintain talented teachers in the classroom, some educational

systems established a mechanism which offers alternative promoted posts, often

described as master teachers (Bush et.al. 2015). This is also the case in the

Philippines. Master teachers are expected to have more experience in

curriculum development, professional development, and mentoring than a

traditional teacher; they serve as a role model for all other instructional staff and

are considered the “gold standard” in teaching (NIET cited in Moore, 2015). They

are considered the "crème de la crème" of the teaching profession and their

teaching practices will be different from the general, non-master teachers.

(Ibrahim, Aziz & Nambiar, 2013).

 McClean (2009) described MTs are as those who have superior

preparation, exceptional teaching strategies, motivation and communication

skills, sound curriculum knowledge, interpersonal competence, and classroom

Management proficiencies. Further, MTs are perceived as effective teachers,

staff developers, stimuli of curriculum leadership and the strong provider of

instructional leadership

Henderson (2012) believed that teacher research is intentional, systematic

inquiry by teachers with the goals of gaining insights into teaching and learning.

According to Wodarski (2001) Higher education system and individuals are under

increasing pressure to be more productive in research.

Moreover, Bates (2013) reported that teacher research is something that

have found inspiring and renewing throughout our teaching in public school and

higher education. In the teacher research course sequence in Master of Arts in

Teaching (MAT) program, candidates in yearlong course would inevitably ask the

questions, “What am I trying to do?” during their data analysis.

In the article of Roulston et. al (2005) emphasized that numerous scholars

have promoted “ practitioner research” or “teacher- research” as a way of

facilitating professional development promoting change and reform in K to 12

settings, and giving voice to teachers personal and professional knowledge.

Local

The first academic revolution, taking off in the late 19th century, made

research school’s function in addition to the traditional task of teaching. At

present, education is usually broken down into three components, namely

teaching, research and service. Research is a major function in education and

more importantly, research is an academic activity essential in making major

decisions affecting school management and operations, discovering effective

classroom practices, addressing students problems, improving modern demand

of educational standard, quality teaching and in contributing to the pool of

knowledge useful for teachers and students alike ( Acar, 2012).

Almeida et. al. (2016) defined research as a method of acquiring

knowledge based on scientific method of inquiry, It is also an organized body of

knowledge human have acquired and organized the process of research. The

purpose of research is to inform action.

Gutierez (2017) reported that, in many educational settings, professional

development (PD) for in service teacher assumes particular significance in the

wake of curricula reform, this is due to the notion that teachers may be hesitant

to engage in research work. Moreover, Bates (2013) reported that teachers’

research is something that have found inspiring and renewing throughout

teaching in public schools and higher education.

 According to Bocar (2013) research is conducted to address a particular

issue. This is to be done in a precise and systematic manner to look for new

knowledge, skills, attitudes and values, or for the re interpretation of exixting

knowledge, skills, attitude and values. Researchers’ task is to make use of the

existing data to investigate and find results, and analyse whether this newly

gathered facts are also true to other environment. In conducting research,

researchers must be cautious. They must allocate plenty of time to complete

each stage of activity.

Similarly, Zulueta and Costales (2004) emphasized that one of the

fundamental agenda of Philippines Education System is to anchored on

educational reforms to make education relevant and responsive to the goals of

national development. To achieve these goals, research, as one of the primordial

functions of any educational institution of learning.

Related Studies

Foreign

Recent investigations into the relationship between teaching and

research among graduate students suggest that teaching experiences may also

impact graduate students‟ research skills while involvement in research has the

potential to influence teaching skill development. Lyons, Fisher & Thompson

(2005) found that teachers in the graduate programs reported improvement in

their research skills as a result of participation in their graduate teaching

fellowship programs.

As Steigelmeyer and Feldon (2009) explained, inquiry-based teaching

methods and research share cognitive processes as “researchers-in-training

must reflect carefully on their own experiences and knowledge to refine their

understandings of events in a similar way that teachers using inquiry-based

methods must carefully analyze knowledge to scaffold students„ learning

effectively”. Researchers have gained interest in further exploring the

relationship between teaching and research and how each of these activities (as

well as the integration of these activities) impact the development of graduate

students‟ teaching and research skills (Deen & Lucas, 2006; Maher,

Timmerman, Hurst, & Gilmore, 2009; Robertson & Blackler, 2006;

Steigelmeyer & Feldon, 2009). However, one barrier to examining these

relationships stems from the lack of validated instruments designed to capture

each of these areas in tandem

(teaching skills and research skills).

Nwagwu (2007), opined that there were countries whose scholarly works

had dominated the developing countries with a 13% contribution to the publishing

of 140,000 periodical titles listed in Ulrich's Periodicals Directory. Few studies

have been conducted examining important research skills of developing

researchers; however, some work in this area is available.

 On the other hand, Mussige and Maasssen (2013) examined the faculty

perceptions and experiences on the factors, such as, individual factors,

organizational factors, funding and research culture, that influence research

productivity at Makerere university. The study revealed that funding has a major

impact on the nature and sustainability of research capacity at Makerere

University and on the university’s research productivity. The study further

revealed that the respondents acknowledged the role of individual factors in

determining the success of any academic researcher. However, funding has the

greatest impact on creating a sense of career-continuity for individual

researchers.

In the same manner, Hammersley (2006) examined an idea that has been

widely advocated in recent years: that educational research should be an integral

part of the work of teachers in school rather than an activity carried out on

schools by outsiders. This is the idea of the teacher- as –researcher engaging in

action research in classrooms or schools. It draws on arguments about the

nature of research and teaching that have wide significance.

Local

To promote education for all, many institutions of higher education are

now proposing to introduce courses about reading and carrying out research

studies as part of their regular program of instruction at undergraduate and

graduate levels (Sanyal, 2005). The results reflect the inadequacy of capability
trainings on research for majority of the respondents. While the importance of

research in education and the teaching profession has been overly emphasized

with the mechanisms such as policies and programs already in place, the reality,

at this time, is that teachers and, in this case, Master Teachers are not capable

of undertaking research due to lack of training. International research-related

conferences. These findings mirror that of the findings on the attendance of

teachers in research trainings, i.e., majority have not attended research

conferences from the school-level to the international-level. Productivity among

MTs results from writing, reading, and publishing research reports in professional

refereed journals, and displaying it on the web, or to making it known to the

public through any other means.

In the study of Basilio (2019) Majority of the MTs were middle aged,

female and married, earned MA/MS units, and have served as Master Teacher

I for 1-4 years. A very small percentage of them have attended research-related

trainings or conferences and undertaken, published or presented researches.

The MTs have average skills in searching, using and evaluating information

including their awareness on the various sources of information and where to

obtain them. They have fair skills in designing experimental study as well

as selecting and developing research instruments, choosing appropriate

statistical tools and preparing manuscript for publication. The MTs strongly value

training in educational research but moderately apply research findings to real life
context. They have high regards relative to the value of doing research to

become better educator.

Pamatpat (2016) surveyed the research attitudes of the teaching

personnel of Laguna State University. The findings indicated that the research

attitude of the teaching personnel in Laguna State Polythecnic University with

respect to relevant activities which reflect interest relative to research, including

the rudimentary tasks that reveals their research competence, research efficacy,

their belief in the usefulness of research in their lives and their involvement in

research all contribute to the development and sustainability of the university

towards excellence in terms of instructional quality, research and publication,

institutional qualification, extension and linkages.

In the descriptive study of Morales, M.P.E et. al. (2016) explores Filipino

teachers’ conceptions and needs on action research which may be barriers to

implementing action research in their classroom.

Similarly, Abarro and Marino (2014) determined the factors affecting the

research capacities of public secondary and elementary school teachers in the

Division of Antipolo City. The findings indicated that teachers were moderately

capable in writing a research proposal and publishable research paper or article.

Another study of Cagaanan (2018) concluded that teachers have been

challenged to become professionally productive through research output.

 Conceptual Framework

Figure 1 present’s School Heads and Master Teacher’s profile, research

competence and attitude.

Research
School Heads and Competence of
School Head and
Master Teachers Master Teachers
profile
Capacity Building
age

educational Attitude of School

qualification Heads and Master
Teachers
related trainings

Figure 1. Conceptual Framework of the Study

Figure 1 shows the interplay of independent and dependent variables of

the study. The independent variables is the school heads and master teachers

profile in terms of age, educational qualification, related trainings. The one

headed arrow is directly pointing to the dependent variable of the study which is

the Research competence and attitude of the school head and master teachers

in terms of selection of research title, developing conceptual framework, review

of related literature, research methodology, data analysis, results and discussion,

conclusion and recommendation. It shows the interplay between the School

Heads and Master Teachers profile and their research competence and attitude.
Hypotheses

There is no significant difference in research competence when data

group into profile.

There is no significant difference in research attitude when data are

grouped into respondents.

Operational Definition of Key Variables and Other Terms

In order to have a clearer understanding on the study, the following

variables and terms were operationally defined;

Research Competence. the ability to select research title, develop

conceptual framework, review of related literatures, research methodology, data

analysis, interpret result and discussions, draw conclusion and recommendation.

Research Attitude. interest in conducting research,and make it as high

priority and believe in the working environment to help accomplish the resesrch.

Age. it refers to 30 years old and below, 41- 50 years old, 31- 40 years old
51 years old and above age of respondents

Educational qualification is categorized into baccalaureate degree, units

in master’s degree, full fledged master, units in master’s degree, full-fledged

doctor.
Related Trainings attended is broken down into none, 1-5 times, 6-10 times, 11

and 15 time and 15 and above trainings attended in line with research.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, research locale, population

and sampling procedure, research instrument, validity and reliability of the

research instrument, data gathering procedure and statistical treatment of data.

Research Design

This study employs a descriptive-quantitative design to describe the

school heads and master teachers profile in terms of age, educational

qualification and related trainings and its research competence and attitude of

school heads and master teachers in the Division of Zamboanga City. It is

descriptive in a sense that the researcher measured the level of competence and

attitude of school heads and master teachers in terms of their age, educational

qualification and related trainings attended. Johnson (2000 cited in Alieto, 2019)

discussed that an investigation carrying a purpose of descriptively describing a

phenomenon is classified as a descriptive research. Moreover, the study is

claimed to be correlational as it intends to draw significant relationship between

variables. Moreover, the present research is determined to be non-experimental

as no establishment of control group niether a manipulation of variables was

performed (Thompson, 2007). In addition, the study, with regard to the time set
for data gathering, is considered to be cross-sectional because collection of data

is to take places in a relatively short period of time (Setia, 2016).

Research Locale

This study is conducted in all secondary schools in Zamboanga City

Division, school year 2020-2021.

School A is located in the east coast of Zamboanga city. It is 90

kilometres away from the city proper. It has a total population of 639 students. It

has 21 teachers and being managed by a school principal. It catered both Junior

and senior high school. It could be reached by vehicles and boat.

School B is located 72 kilometers east coast of Zamboanga city proper

with a total lot area of 9, 640 square meters. It has 58 junior high school teachers

and 25 senior high school teachers. The total student enrolment for school year

2019-2020 is 2,204 in which, 1,657 are junior high school and 547 are senior

high school. The school was founded on July 1967 and is presently headed by a

school principal II. It offers TVL track specializations.

School C is located in the east coast of Zamboanga city. It is 70

kilometers away from the city proper of Zamboanga. It has 35 teachers and 1,

141 pupils. The school campus is 27, 308 square meters located along the

national highway. It is being managed by a school principal.

 School D was established on August 16, 1966. It is located in the east

coast of Zamboanga City. It is 50 kilometers away from the city proper of

Zamboanga. It has a total population of 79 junior high school teachers and 21

senior high school teachers. The total population of students enrolment for

school year 2019-2020 is 3, 207, in which 2, 521 are junior high school and 686

senior high school. It is presently headed by School Principal III.

School E was established in 2007 and about 40km away from the

Zamboanga city proper. The school is supervised by a School Principal III, as

mother school since the school was an annex in terms of documents but the

resources is downloaded directly to the school. At present, the school is headed

by Assistant Principal II with 13 junior high school teachers and 3 senior high

school teachers with a total population of 548 students for the school year 2019-

2020.

School F was established on December 1993 with a lot area of 10, 500

square meters presently headed by Assistant Principal II. It has 2,030 students

for Junior high school and 348 students for Senior high school in school year

2019-2020. It has 55 Junior High School Teachers and 12 Senior High School

Teachers.

School G has a total population of 66 junior high school teachers and 16

senior high school teachers. The total population of enrolment for school year

2019-2020 is 2, 608 junior and senior high school students. It is headed by a

School Principal.
 School H is a rural big implementing school situated 72 kilometres east of

Zamboanga City along national highway. It stands on 9,735 square meter lot. It

has 2,170 students and 57 Junior high school teachers and 28 Senior high

school teachers.and headed by a Senior High School Principal I.

School I is established in 2007 and about 40km away east of Zamboanga

City proper. The school is supervised by a Principal III, being the mother school

since the school was an annex in terms of documents but the resources is

downloaded directly to the school, at present, the school is headed by Assistant

Principal II with sixteen (16) teachers offering Junior and senior basic education

with a total of five hundred forty eight (548) students.

School J is an urban big school located four (4) kilometres away from city

proper of Zamboanga. It stands on one-hectare lot. It has one hundred eighty

nine (189) teachers with five thousand five hundred forty five (5545) junior and

senior high school students and headed by a Secondary School Principal IV.

School K is an island school located 10 kilometres away from the city

proper with two (2) annexes. It stands on three thousand four hundred fifty three

square meter (3,453) lot. It has two thousand two hundred eighty four (2,284)

students and seventy two (72) teachers and headed by Secondary School

Principal I.

School L is located 7.5 kilometers west of the city proper. It is on the top

of the hill surrounded by mahogany tress. It has 62 teaching staff with 3

administrative staff and 1566 students and headed by Secondary School

Principal II.

School M is a big implementing school located sixteen (16) kilometers

west of the city proper of Zamboanga. The school is situated on one hectare lot.

It has one hundred seventy six (176) Junior High School teachers and forty three

(43) Senior High School Teachers with six thousand four hundred twenty three

(6423) students and headed by a Secondary School Principal IV and Assistant

Principal for Senior High School.

Population and Respondents of the Study

The target population of this study were all the school heads and master

teachers in public secondary schools in Zamboanga City. A total enumeration

sampling technique was used employing a total population sampling in all the

respondents.

Table 1

Population and Distribution of Respondents by School

SCHOOLS SH MT
School A
School B
School C
School D
School E
School F
School G
School H
Total

Table 1 presents the population of the study.

Research Instrument

The researcher-made survey questionnaire is designed to be able to

answer the problems of the study. It is divided into three parts.

Part-I is the Profile of the respondents which includes the age, educational

attainment, related trainings attended

Part –II is the School Heads and Master Teachers research competence

classified into select research title, develop conceptual framework, review of

related literatures, research methodology, data analysis, interpret result and

discussions, draw conclusion and recommendation with 3 statement each. The

Questionnaire, in total is composed of 21 items The statement relating School

Heads and Master Teachers research competence rated with four continuous

likert-scale ranging from 4-very high competence, 3-high competence, 2-

moderately competence, and 1-less competence.

Part –III is the School Heads and Master Teachers attitude towards

research which composed of ten statements. The statement relating research

attitude rated with four continuous likert-scale ranging from 4-highly positive, 3-

positive, 2-negative and 1-very negative.

Validity and Reliability of the Research Instrument

The research questionnaire was designed based on the problems of the

study. It was submitted to the adviser for the needed corrections of the content.

The same questionnaire was submitted to the group of evaluators for the

consistency, relevance and appropriateness of the instrument to the research

problems. The suggestions of the adviser and panel of evaluators were

considered as deemed necessary.

The research instrument was validated by the panel of evaluators by

providing them with a validation form whether to revise, discard or retain the

statements in each part. On the same form, they were as well provided with a

space where they wrote their suggestions, comments or remarks.

To check the reliability of the instrument, the researcher used a coefficient

of reliability to test the reliability of the research instrument. Twenty

questionnaires were administered to non-respondents with the same

characteristics of the respondents of the study.

Afterwards, the Cronbach Alpha was used to test whether the content of

the research instrument is reliable.

Data Gathering Procedure

A letter of permission to conduct the study in the selected public

secondary schools was submitted to the office of the Schools Division

Superintendent. Upon approval, the letter was submitted to the Office of the

Public Schools District Supervisors for endorsement to the school heads of the

all secondary schools under the district for the scheduling of the administration

and retrieval of the research questionnaires. The researcher personally

distributed the questionnaire to correctly gather the data and to fully achieve the

intent of the study and so with the retrieval to ensure the privacy of the materials.
 After which, the responses from the questionnaires was encoded using

the Excel Program. Then these data were processed using the Statistical

Package for Social Sciences (SPSS).

Lastly, the researcher kept evidences of the data gathering procedure like

photos and other important documents to be incorporated in the appendices of

the thesis.

Statistical Treatment of Data

To facilitate the analysis of data, the following statistics using the

Statistical Package for Social Sciences (SPSS) were used:

Mean. This method was utilized to determine the overall mean of the

profile of the respondents’ age, educational qualification and related trainings

Pearson R Product Moment Coefficient Correlation. This statistical tool

was used to determine the relationship between research competence and

attitude of school head and master teacher.

One-way analysis of variance. This statistical method was used to

determine the significant difference in the research competence and attitude

when data are analyzed according to their profile.

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