6

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of relevant literature and studies presented in

thematic approach which are essential in the development of this research study. This

also includes the theoretical framework, conceptual framework, hypothesis and

operational definition of terms.

Legal Basis

Republic Act 9155- The Governance of Basic Education Act mandates that the

Department of Education enact policies and mechanisms through which the delivery of

quality basic education may be continuously improved. Section 7 (5) of the Chapter 1 of

the act includes among the responsibilities of DepEd across all governance levels the

undertaking of educational research and studies that will serve as one of the bases for

necessary reforms and policy development.

In addition, DepEd Order 43, s. 2015 had formulated the National Research

Committee (NRC) in order to establish through, to continue, to assume oversight

responsibilities over research management at the Central Office. The Research

Management Guidelines (RMG) provides guidance in the management and conduct of

research initiatives at the national, regional, schools’ division, and school levels to

further promote and strengthen the culture of research in basic education. This policy

also covers instructions for eligible DepEd employees in availing of research funds.

Specific responsibilities of the NRC are the following: Provide guidance in the

development, review, evaluation, and updating of the Basic Education Research

Agenda; Approve research proposals from bureaus, services, and those endorsed by
 7

the Regional Research Committee (RRCS) which cover at least two regions; Approve

proposed research initiatives and research-related activities in the Department; Resolve

emerging issues on the management and conduct of education research; Recommend

the release of research funds based on monitoring and evaluation reports, including but

not limited to the BERF; Ensure that cost estimates fall under the existing accounting

and auditing rules and regulations; and Provide feedback to the Executive Committee

(ExeCom) on research initiatives.

DepEd Order No. 13, s. 2015 established a systematic policy development

process in the Department, promoting evidence-based policy formulation supported by

research studies. To promote an environment of evidence-based decision-making,

DepEd has made strides in instituting research and its utilization in policy and program

development. To provide financial support to the conduct of research in the field, DO

No. 43, s. 2015 and DO No. 4, s. 2016 set guidelines on the use of the Basic Education

Research Fund (BERF). This policy outlined a clear framework for the implementation

of a grant-awarding facility that had been underutilized since the issuance of DO No. 24,

s. 2010 which originally made such grants available. To put focus on these research

initiatives, DO No. 39, s. 2016 promulgated the Basic Education Research Agenda,

which makes known the research priorities of the Department across four themes

(Teaching and Learning, Child Protection, Human Resource Development, and

Governance) and three cross-cutting themes (Gender and Development, Disaster Risk

Reduction and Management, and Inclusive Education).

 8

Related Literature

Foreign

Research Capabilities of Teachers

The general framework regarding teacher capabilities were explained in nine

different dimensions as field capabilities, research capabilities, curriculum capabilities,

lifelong learning capabilities, social-cultural capabilities, emotional capabilities,

communication capabilities, information and communication technologies capabilities

(ICT) and environmental capabilities. Teachers' capabilities affect their values,

behaviors, communication, aims and practices in school and also they support

professional development and curricular studies. Thus, the discussion on teachers'

capabilities to improve the teaching-learning process in school is of great importance,

Selvi (2010).

Teachers sustained the ‘inquiry mindset’ gained while learning the processes

associated with conducting action research and continued using aspects of the process;

however, conducting new projects was less likely. (2) Teachers’ sense of professional

efficacy was enhanced, even after many years had intervened. (3) Action research had

immediate benefits for students but long-range benefits were not determined. (4)

Though challenging, teachers perceived conducting action research was professionally

valuable. (5) Teachers reported that administrators, although supportive, played passive

roles, whereas colleagues were more collaborative during planning and implementing

their projects. (6) Teachers described school environments conducive to conducting

 9

action research as ones that provide structures for teams to work on mutual goals

supported by strong administrative leadership. Seider & Lemma (2014).

Kharsati (2012) who pointed out that teaching, research and extension are the

three vital aims of higher education. Through these three aims teachers can explore

more and more knowledge for the development of professional by fulfilling their needs,

values, abilities and decisions. In present era these three aims are highly applicable for

the quality development of teachers and also professional development of the teachers.

Teachers are among the people who have the biggest responsibility in the education

system to raise individuals who has quest for knowledge. In other words, it is regarded

as an important necessity that teachers should have enough information and skills and

have a positive attitude towards scientific research and researchers with the basic

information and skills related to scientific research. A positive attitude towards a work

will make the work more satisfactory and professionally reinforcing. Attitude towards

research determine the attitude of researchers about the concept of research, process

of research, its usefulness and relevance in our life. In modern world, Attitudes of

people are considered more important than their experiences and academic

preparation. A positive attitude towards research is a key to success and progress in the

knowledge based societies.

In its broadest sense, research is itself helpful when a teacher is trying to introduce

concepts to students. Teachers who do their own research on the topics they teach,

instead of depending on textbooks, can gain a much better understanding of those

topics. As a result, they can be more effective in sharing the knowledge with students.
 10

Classroom Action Research (CAR) is more specific than basic research, and it is more

concerned on the teaching process itself than on the topics taught. In a nutshell, some

districts or school location in the urban community practice the CAR as a form of

practitioner research on the current situation of a class. That means that the practitioner

- the teacher - is the one who conducts active research on what his or her class truly

needs, Medley and Crook (2018).

Qualitative research is often used as a catch-all phrase to mean not to expect any

“hard numbers” from research findings. While qualitative research is the collection and

analysis of primarily non-numerical activities (words, pictures and actions), it doesn’t

mean you can’t apply a structured approach to your research efforts. Usability testing is

often characterized as a qualitative activity. Summarizing findings from watching

participants in a usability test generates a lot of utterances, actions and images.

Johnson & Christensen 2012.

Correlational research is a type of nonexperimental research in which the

researcher measures two variables and assesses the statistical relationship (i.e., the

correlation) between them with little or no effort to control extraneous variables. There

are essentially two reasons that researchers interested in statistical relationships

between variables would choose to conduct a correlational study rather than an

experiment. The first is that they do not believe that the statistical relationship is a

causal one. For example, a researcher might evaluate the validity of a brief extraversion

test by administering it to a large group of participants along with a longer extraversion

test that has already been shown to be valid. This researcher might then check to see
 11

whether participants’ scores on the brief test are strongly correlated with their scores on

the longer one. Neither test score is thought to cause the other, so there is no

independent variable to manipulate. In fact, the terms independent variable and

dependent variable do not apply to this kind of research.

Attitudes of Teachers Towards Research

Research attitudes play an important role in the whole process of research. Hogg

& Vaughan (2015). Attitudes have always been easier to gauge than to define, which

has directed many scholars to assumption that- “attitudes are what attitude scales

measure”. Similarly, social roles and social norms strongly influence the attitudes of

individuals. The findings reveal that attitude bears significant relationship with and also

predicts competence.

According to Furuhagen, Holmen and Santi (2018) British universities differ

considerably in the strength of their research orientation. Those of higher prestige tend

to have a stronger orientation towards research, while those of lower prestige have a

weaker research orientation. A university that is strongly research oriented in one group

of subjects is likely to be so in the others it teaches too. It is the conventional wisdom

that a good researcher is likely to be a good teacher at undergraduate level, and the

negative relationship between the degree of research orientation and undergraduate

wastage rates provides some slight support for this. The relationship between research

and teaching seems to be more an indirect one (that anyone with the ability to do good

research is likely to have the ability to teach well at university level) than a direct one

(research makes a university teacher a better teacher).

 12

Teachers who conducted research may receive best rewards that could change

their lives. that is promotion. Not all teachers are blessed with Research Skills, that

enable teachers to identify a problem, collect informational resources that can help

address the problem, evaluate these resources for quality and relevance and come up

with an effective solution to the problem. Cultivating a research-based approach to

developing the practice provides evidence to effect change in the teaching, the

classroom, the school, and beyond. It helps teachers find solutions to particular

problems arising in the classroom or school. underpin professional learning of

knowledge, skills and understanding, Beavis (2018).

It is true that different people find different things interesting—one reason to

provide learners with a range of subject matter, in the hope that something will

resonate. “Research has found that interest is a more powerful predictor of future

choices than prior achievement or demographic variables. Fostering critical thinking and

analytical skills through hands-on learning, defining academic, career and personal

interests and expanding knowledge and understanding of a chosen field outside of the

classroom are few of the reasons why teachers love to conduct research study, Chow

(2015).

In addition, Saleh (2015), said one way for them to do so is to conduct research,

right in their own classroom. “More and more so, school leaders and teachers want to

know, really, how effective the researches are. Teachers are the “superheroes in the

classrooms”. The idea of teachers doing research will only be sustainable if teachers

themselves want to embark on it. Here, the school leadership plays a very important
 13

role in enabling them to do so. With an ever-increasing desire for evidence in the

classroom, more and more teachers are conducting their own research. This enables

them to try out new ideas, to share results with others, and to contribute to the growing

evidence-base around teaching and learning.

A study conducted by Borg (2013) in Ethiopia affirmed that only a few

teachers conducted research studies, because of the lack of teachers’

research skills and expertise. Although the teacher-participants held a positive

attitude towards research, their participation and contribution were reported to

be low. Factors like lack of research knowledge, insufficient research training

programs for teachers to enhance and develop their research skills, and lack

of reference materials limited them from doing research.

Both studies maintained that teachers in their localities, though holding

positive views about research, were also confronted with the same issues of

lack of time, resources, and support with regards to doing research.

Therefore, these challenges faced by teachers should be addressed by

education authorities in order to increase teacher participation in research.

Teachers need support from school management and authorities in order to

start doing research. As it is believed to be a significant contribution towards

professional development for teachers, adequate research budgets, research

training, workshops, and other support should be given to teachers to

motivate them to conduct research studies. Bughio (2015) held that teachers
 14

who were active in doing research at their school would be able to study,

evaluate, and assess their teaching pedagogies and practices. By doing so,

teachers would be able to change and improve their methods of teaching,

which would have an impact on students’ learning and success.

An ever-increasing desire for evidence in the classroom, more and more

teachers are conducting their own research. This enables them to try out new ideas, to

share results with others, and to contribute to the growing evidence-base around

teaching and learning. Much of the research into educational practice is carried out by

researchers who are following a specific line of enquiry relating to their own interests.

Hilton (2017) who pointed out that it often involves taking an idea, which may have

arisen through previous neuroscience or cognitive psychology research, and working

with teachers to test it out in the classroom. Teachers are increasingly having an

important role in this kind of lab-to-classroom research, but there are also examples of

teachers taking the lead in running their own studies.

Teachers have a medium total attitudinal level, so the lowest attitudes have been

represented by the behavioural ones, followed by the affective ones. Regarding the

predictor variables, variables that can predict such attitudes were found to be age,

participation in projects, gender and teaching in in conducting the research. Shkedi

(2010) stated in his journal that Research attitudes play an important role in the whole

process of research. He describes attitude as, "a relatively enduring organization of

beliefs, feelings, and behavioural tendencies towards socially significant objects,

groups, events or symbols". Attitudes have always been easier to gauge than to define,
 15

which has directed many a scholar to assumption that- “attitudes are what attitude

scales measure. findings reveal that attitude bears significant relationship with and also

predicts competence.

Local

Research basically refers to the process of generating, discovering, inventing and

creating new knowledge. In the universities, research is one of the key tools in

academic achievement and excellence. Research is also one of the standards of

accreditation in assessing the development of competent professionals. Likewise, in the

evaluation of programs and institutions relative to accreditation, the research element is

one of the areas being assessed. This concretizes the ability of university to produce

research that would generate knowledge for productivity of the institutions. 1 Research

competency are needed skills and experience to do research. Such skills could have

been developed or enhanced through schooling, seminars and similar activities

attended. Experiences in the conduct of research also contribute to enhancing research

competencies and outputs, as the next frontier, after the improved educational delivery.

In the conduct of research, there may be unexpected difficulties and problems. Palispis

(2018).

Ulla (2018) shared his experiences as public school teachers in in the Philippines.

For him, conducting a school or a classroom research project is difficult to construct.

Findings suggest that although teachers’ motivations to do research were more

personal rather than professional, teachers recognized some benefits of doing school
 16

and classroom-based research for their teaching practices and career development.

Challenges that were reported include the lack of financial support, heavy teaching load,

lack of research skills and knowledge, and lack of research materials and resources.

Implications are discussed in light of the findings and recommendations formulated for

future research directions.

The importance that doing research has upon the professional development of

teachers and their practices has been widely acknowledged in the literature. For one, it

equips teachers and other education practitioners with the skills necessary for

identifying what the problem is in a school, and knowing how to address that problem

systematically. Two, it serves as an opportunity for educators to self-evaluate their

teaching practices (Hong & Lawrence, 2011). Three, it allows teachers to make a

change in their pedagogical practices that will have a positive impact upon teaching and

learning. Lastly, it is a great form of improving teachers’ lifelong learning and of

continuing professional development.

However, despite its positive effects upon classroom teaching and learning

(Mahani, 2012; O'Connor, Greene & Anderson, 2006), a number of studies have

reported some factors that prevent teachers from doing research. Crowded teaching

timetables, heavy teaching workloads (Kutlay, 2013; Morales, 2016; Ulla, 2018),

insufficient research training (Ellis & Loughland, 2016), lack of research skills (Vásquez,

2017), lack of financial support (Biruk, 2013), and limited time to do research

(Norasmah & Chia, 2016) oftenconstitute the primary challenges and concerns faced by

teachers and other educators aspiring to undertake research.

 17

In the Philippines, doing research has become one of the important professional

development programs for teachers that is emphasized by the Department of Education

(DepEd) and the Commission on Higher Education (CHED). Teachers both from private

and public educational institutions are encouraged to conduct action research in order

to identify and address the teaching and learning issues and concerns in their

classrooms and in the school. Thus, doing research has now become a part of every

teacher’s teaching evaluation and performance appraisal at the end of the school year

(Ulla, 2016).

DepEd has ordered its schools heads and administrators across the country to

adopt the “enclosed Basic Education Research Agenda” which promotes the conduct of

research in schools by teachers (DepEd, 2016). The purpose is to discover schools’

issues and solutions and form a part of teachers’ professional development and skills

enhancement. By doing research, teachers are believed to improve their teaching

practices for the betterment of students’ learning and for the school.

Conducting research in the country, especially in the public secondary schools,

may be limited since only a few teachers have tried to do it due to their tight teaching

timetables and heavy teaching workloads (Morales, 2016). Although educational

institutions in the Philippines have encouraged their teachers to be involved in research,

as it is seen to be useful for their professional development and in their teaching career,

teachers are confronted with many issues that affect their motivation to undertake

research.
 18

Related Studies

Foreign

As the landscape of K-12 schools changes, expectations for teachers to engage

in school reform and be accountable for student achievement increases. Though not all

schools currently offer teachers opportunities for professional development through

action research, some at least are realizing the professional and political implications of

this type of sustained systematic inquiry. The authors continue to hope that by learning

the processes and procedures of action research through their Master’s work, teachers

will then actively seek out ways to study how deliberate implementation of instructional

strategies will enhance student learning. The authors remain committed to being

connected to their students and modeling action research processes that embody high

expectations to help influence teaching practices in K-12 schools. They also remain

committed to increasing the visibility of action research as a rigorous capstone for

Master’s level students, Huber, Franklin and Baergen (2010).

Research is an instrument of progress and development in the society as it helps

man become more innovative, inquisitive and inventive in a more systematic and

efficient way to attain national and global advancement. Research has been concerned

with gathering data that can help answer questions about various aspects of society and

a way to understand the situations that exist in a society. Accordingly, Singh (2016)

emphasized that research is the most important process to advance knowledge for

promoting progress and to enable man to relate more effectively to his environment,

achieve his purpose, and to resolve his conflicts and find solutions to his problems.
 19

These descriptions of research require an in-depth knowledge on the different

parts, features and processes of research and eventually the application of higher order

thinking skills and effective writing skills to be able to conduct a research. In the field of

education, Lander (2020) stressed that one of the problems of modern education is

education of a creative person. As such, educational systems should provide creative

measures to enhance the research knowledge and develop research skills among

educators in order to bring educational innovations.

A closer look at the various factors affecting teachers’ engagement with

classroom-based research is believed to shed light on the implications for their

continued professional development in schools. Furthermore, a study on collaborative

modes between university and school, and among frontline teachers both within and

across schools, is expected to provide government officials and school leaders with

insights into effective ways of implementing curriculum changes and reforms in real-life

situations in the Hong Kong classroom. This paper discusses the possible reasons for

the lack of a teacher-as-researcher ethos, and the push-and-pull factors that affect

teachers’ willingness in taking up a researcher role, Chu (2015).

Classroom research, school-based research, teacher research, and action

research have been defined in the current study as a research undertaken and

conducted by teachers in the classroom and/or in the school. This kind of research is

done primarily to examine and identify a problem or an issue within the classroom and

in the school for which teacher-researchers want to find a solution, by understanding it

thoroughly (Burns & Kurtoglu-Hooton, 2014).

 20

On the other hand, Dehghan & Sahragard (2015), pointed out, that qualitative

research is often used as a catch-all phrase to mean not to expect any “hard numbers”

from research findings. While qualitative research is the collection and analysis of

primarily non-numerical activities (words, pictures and actions), it doesn’t mean you

can’t apply a structured approach to your research efforts. Usability testing is often

characterized as a qualitative activity. Summarizing findings from watching participants

in a usability test generates a lot of utterances, actions and images.

Local

The study found out that respondents who attained higher educational attainment

and attended national training have improved research skills and are more

knowledgeable in the research process and dissemination. The respondents are

moderately capable in their research capabilities and research dissemination. The level

of research capabilities was significantly correlated with educational attainment and

training. Research support was inadequate; a favourable research environment was

provided. Gonzales, Corpuz and Dellosa (2020).

According to Caingoy (2020) the research capability of public teachers in

Malaybalay City where he emphasized that teachers were slightly capable of 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.

He concluded that research capability can be determined and predicted by how

 21

motivated teachers are to write research, how productive they are in research, and how

young they are when they engage in this rigorous endeavor.

The public secondary and elementary school teachers are moderately capable in

writing a research proposal and publishable research paper or article. There is no other

profile which affects the research capabilities of public secondary school teachers in

writing a research proposal and publishable research paper or article except their

position in the school. The research capabilities of public elementary school teachers

with respect to writing a research proposal and a publishable research paper or article

are affected by sex, civil status and research seminars/trainings attended and not age,

position and by highest educational attainment. Abarro and Mariño (2016).

Dullas (2020) revealed that majority of the junior high school mathematics have

insufficient academic preparation in research, have not written research papers nor

undergraduate and Master’s degree theses, lack professional development in research

and involvement in research-related activities, and “underload” in terms of teaching

load. They performed “Novice” or have attained the learning level in crafting a research

title, developing the parts of the problem and its background, organizing the related

literature, organizing the research methodology, analyze and interpret data, present

bibliographic entries and stating the conclusions and recommendations. Their

performance in quantitative research writing reveals that prerequisite and fundamental

knowledge and research skills have not been acquired or developed adequately to aid

understanding. Hence, an intervention program should be undertaken to upgrade the

research capabilities of teachers.

 22

The teachers’ research technical writing skills that set as the basis of capability

enhancement program that can nurture and produce upright and competent graduates

and empowered community, through relevant and sustainable higher professional and

technical instruction, research, extension and production services should take part in

helping the DepEd teachers as a member of the larger community. The teachers were

moderately capable in terms of technical writing of completed research. The findings

also convened that there is no significant relationship between their profiles and their

research capability except from highest educational attainment which shows significant

relationship with research capability. There is a need for intensive seminar/ training

write-shop for technical writing of completed research, the teachers needs to be highly

capable in writing completed research that can be presented and published, and the

researchers also recommended the action plan for the seminar/training write-shop

activities, timeframe, expected output, material requirements, and the responsible

entity/person, Tamban and Maningas (2020).

Conceptual Framework

Figure 1 presents the teachers' research capabilities and attitudes as basis for

enhancement program in Sibuco District.

Level of Teachers'
Capabilities in writing
research in terms of:
Action Research
Qualitative Research
Quantitative Research
Correlation Research

Teachers’ profile
age
sex
ethnicity Enhancement Program
teaching position
 Teachers’ attitudes in
writing research in terms of:
Orientation on research
Rewards Influence 23
Personal Interest
School Requirement
Professional Growth

Figure 1. Conceptual Framework of the Study

The figure shows the interrelationships of the variables. the input variables refers

to the teachers’ profile. It is classified in terms of age, sex, ethnicity, teaching position

and length of service. The process variables are the Level of Teachers' Capabilities in

writing research in terms of Action Research, Qualitative Research, Quantitative

Research and Correlation Research. the Teachers’ attitudes in writing research in terms

of Orientation on research, Rewards Influence, Personal Interest, School Requirement

and Professional Growth are also included. The output variable in the study pertains to

Enhancement Program.

Hypothesis

1. There is no significant relationship between the level of Teachers' Capabilities

and the teachers’ attitudes in writing research.

2. There is no significant difference in the level of Teachers' Capabilities in

writing research when data are analyzed according to profile.

 24

Operational Definition of Key Variables and Other Terms

The research operationally defines the following terms for clarity as they are used

in the context of this research, namely:

Age. This refers to the age of the teachers, in this study the age brackets are 25 years

old and below, 26 to 30 years old, 31 t0 35 years old, 36 t0 40 years old, 41 t0 45 years

old, 46 t0 50 years old and 51 years old and above.

Sex. In this study, this refers to the gender of the teachers such as male or female.

Ethnicity. This refers to the tribe of the teachers. In this study the ethnicity are

classified as Bisaya, Chavacano, Kalibigan, Ilonggo, Samal, Tausog and Yakan.

Teaching Position. In this study this refers to the teachers’ plantilla item and or

designation categorized as: Master Teacher 1,Master Teacher 2, Master Teacher 3 and

Master Teacher 4; and Teacher 1, Teacher 2 and Teacher 3

Length of Service. In this study this refers to the number of years that the teachers are

working in the school, categorized into: 5 years and below, 6 to 10 years, 11 to 15

years, 16 to 20 years, 21 to 25 years, 26 to 30 years, and 31 years and above.

Level of Teachers' Capabilities. In this study, this refers to the level of the teachers’

ability in writing research such as action research, qualitative research, quantitative

research and correlation research.

Action Research. This refers to capability of the teachers to choose a topic that will

enable them to read and understand the literature; ensure that the topic is manageable

and that material is available; make a list of key words; define the topic as a focused

research question; conduct assessment needs of the school; focus on immediate

application; give remedy to the problems diagnosed in specific solution; improve

 25

personal or institutional efficiency; emphasize more on understanding and solving the

problem and improve school practices

Qualitative Research. This refers to capability of the teachers to contextualize the

problem; set the aims and objectives of the study; state the focus of investigation in the

research; see to it that problem is clear concise description of the issue; define the

goals and objectives of the study; reflect on what topic that interests them; compose the

initial research question; transcribe the data; organize thematic ideas and discuss the

findings and conclusions.

Quantitative Research. This refers to capability of the teachers to select the theory

write the hypothesis; gives the description of the methods use in the analysis; devise

measure of the concepts; select the research setting; identify the respondents;

determine the statistical tools use; collect, process and tally the data; analyze and

interpret the data; and discuss the output and the interventions

Correlation Research. This refers to capability of the teachers to define questions;

sets clear measurement priorities; determine the variables; assess the linear

association; hypothesize the concept; determine the statistical tools use; collect,

process and tally the data; analyze and interpret the data; draw conclusion and write the

recommendations. Teachers’ Attitudes. In this study this refers to the teachers’

perspectives in conducting research to include the orientation on research, rewards

influence, personal interest, school requirement and professional growth.

Orientation on Research. This refers to the attitudes of the teachers about their

personal view as primarily researcher, professional satisfaction, exhibit research

 26

production. contribute to the school’s rank by publishing research papers and their

intellectual challenge on conducting academic research inspires me to work harder.

Rewards Influence. This refers to the attitudes of the teachers about rewards which

are effective means of influencing faculty performance in research, influences faculty for

research activities; faculty members must be productive researchers, promotions may

include the research and educated critique about the quality of research must be

created

Personal Interest. This refers to the attitudes of the teachers about personal Interests

that are the most important factor in determining the allocation of time to research; they

feel free to pursue their academic interests (within the context of research). Sharing

research results with colleagues is self-satisfying; want to build up my reputation as an

academic scholar through research and the school must respect the personal interest of

the teachers in conducting the research.

School Requirement. This refers to the attitudes of the teachers about research which

is a motivating factor to the mission of the school; Research and teaching are mutually

supportive activities; Conducting a research benefits the author financially; Research

culture is one of the strongest components in the school’s performance and Research

is one of the most required indicators for the school’s performance.

Professional Growth. This refers to the attitudes of the teachers about research

should be mandatory for professional training; it is useful to every professional;

Research-oriented thinking plays an important role in everyday life; writing a research

 27

may enhance communication skills and research produces knowledge that is applicable

outside of the research setting