Date: February, 12 2022

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RRl/RRS At the national, regional, and international levels, research is a key source of knowledge and innovation, and it is intimately tied to
national and international development (Meek, Teichler, & Kearney, 2009). In practically, if not all, human pursuits, there can be no
advancement without research. Research is critical to increasing the quality of teaching and learning in the field of education. As a result,
persons who participate in educational research must be trained and acquire the procedures and approaches. Recognizing the importance
of research in the growth of the country, the Philippine government, through the Department of Education, included Research subjects as
part of the Applied or Contextualized Subjects in its Senior High School curriculum. Its main goal is to improve students' critical thinking and
problem-solving abilities while they engage in experiential learning. Moreover, teachers across the basic education program are also
indulged to do research thru the release of the DepEd’s Basic Education Research Agenda. Because research is a high-level course for
21st-century students, it necessitates highly qualified professors who are proficient in both teaching and research methods. Teachers' core
activities are teaching and research, therefore this is critical (Zubrick, Reid, & Rossiter, 2001). The development and sustainability of the
school's pursuit of greatness will rely on the teachers' research abilities. One of the difficulties instructors at the Department of Education
(DepEd) encounter is a lack of training and experience, which has an impact on their ability to teach and conduct research. As a previous
instructor of Practical Research 1 and 2 (Qualitative and Quantitative Research), the researcher saw that many teachers, particularly those
who have not yet completed thesis writing as part of their post-graduate studies, are hesitant to teach these courses. "One cannot offer
what one does not have," they would explain. In the same way, teachers can't adequately assist students if they don't have research
abilities. As a result, if instructors themselves lack the requisite skills, teaching and doing research will be ineffective. The researcher is
motivated to perform a study to determine the degree of research competency of teachers in order to design a sustainable capacity building
program that would improve their research abilities and broaden their pedagogical understanding of various research methodologies (e.g.
Qualitative and quantitative research). The researcher also feels that this study will meet the demands of Basic Education teachers who are
having challenges and problems that will help them do research. As a result, this research was proposed. According to Osamwonyi (2016),
the importance of in-service teacher education, such as seminars, workshops, conferences, courses, and exhibits, cannot be overstated. It
is a requirement for improving the job performance and motivation of field instructors. Teachers' professional advancement will be
hampered if they do not receive in-service training. As a result, it is critical to improve instructors' abilities and knowledge. Furthermore,
Akram et al. (2015) stated that teacher competency and work satisfaction had a substantial positive association. According to Samuel and
Utazi (2014), teachers' areas of expertise have a major impact on their level of skills, and there is a considerable difference between more
experienced and less experienced instructors. Furthermore, researchers believe that topic expertise of teachers has an impact on student
performance. Even if the definition of teaching experience varies, researchers agree that it is positively connected with improved student
accomplishment. Furthermore, research demonstrate that instructors with professional education training, or "pedagogy," create greater
student accomplishment than teachers without this experience (Center of Public Education, 2007).