AN ASSESSMENT OF THE RESEARCH SKILLS AND

CAPABILITIES OF SENIOR HIGH SCHOOL

TEACHERS TOWARDS THE DEVELOPMENT OF
RESEARCH CAPACITY BUILDING PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 207-213
Document ID: 2023PEMJ1355
DOI: 10.5281/zenodo.10154833
Manuscript Accepted: 2023-18-11
Psych Educ, 2023, 15(3): 207-213, Document ID:2023 PEMJ1355, doi:10.5281/zenodo.10154833, ISSN 2822-4353
Research Article

An Assessment of the Research Skills and Capabilities of Senior High School Teachers
Towards the Development of Research Capacity Building Program
Jesson L. Hero*
For affiliations and correspondence, see the last page.
Abstract
Educational research aimed to improve and magnify both teachers and the school’s professional
learning, development, and practice through a reflective evaluation of teachers’ educational practice.
Educational research helps teachers and the school administrators to assess the current pedagogical
practice and program implementation for continuous improvement and development. However, there
are problems and issues that teachers have encountered in engaging themselves in research. One of
these is low research skills, capabilities and lack of training and development programs. With this,
this study aims to catechize and extrapolate the research skills and capabilities of senior high school
teachers in one stand-alone public senior high school in the City of Meycauayan, Bulacan,
Philippines for the School Year 2022-2023. The researcher used descriptive correlational research
design to ascertain the link between and among variables. Results from the analysis of the study
revealed that senior high school teachers possessed a moderate level of skills and capabilities towards
research. Using Pearson r, it showed that there is a significant relationship between research skills
and capabilities of senior high school teachers. With this, this study recommended to utilize the
proposed research capacity-building program to enhance and uplift senior high school teachers’
research skills and capabilities. A follow-up study is strongly recommended to determine if there is
an improvement to the research skills and capabilities of senior high school teachers.

Keywords: research, skills, capabilities, teachers, senior high school

Introduction research in education, whereas the role of the teacher

In the 21st century education paradigm, research
becomes pivotal as science and technology progress.
Research plays a significant role in maintaining the
status of society as changes come by. In the field of
education, scholars and academicians are continuously
promoting teachers to engage themselves in research
and in strengthening the culture of research in the
education sector. In social constructivist approaches to
education, learning that is based on curiosity and a
sense of discovery has become a common suggestion,
and most of the educators, school administrators and
the middle and top management would agree that
research can be a vital component in enhancing the
teaching-learning process (Firth, 2016).
Research engagement may help the teachers to find a
way to uplift and refine their voices, skills and
capabilities, and critical and analytical thinking. As
Tarrayo et al. (2021) stipulated, engaging research
helps teachers to enhance their classroom practices and
increases the chance to foster a conducive and
engaging learning environment where evidence-based
materials and innovative strategies as used.
Accordingly, better teachers can make sensible
judgments regarding educational experiences and
contribute to both curriculum development and
innovations and whole-school reformation. Cochran-
Smith & Lytle (2007) enunciated the importance of
as a researcher opens a lot of interesting possibilities
for study into the nuances of classroom teaching. In
the long run, such research by practitioners can help
school policy as well as educational debates in general
(Li et al, 2020). And because of the importance given
by research in education and its implication, in the
long run, teachers as researchers truly appreciate the
essence and value of research in education.
Teachers benefit more from their academic reading as
they become more research-oriented, and as a result,
their ability to comprehend instructional process and
material improves. Additionally, they continue to
apply what they learn through research in their
teaching practices, in the sense that research can be
combined and synthesized into effective and efficient
pedagogy, can be related to a particular subject
knowledge aimed at students at a particular grade
level, and can be used in their own research endeavors
(Kyaw, 2021).
The literature and discussion above are rich in terms of
acknowledging the importance that doing research and
engaging towards research provide a significant impact
on their research skills and capabilities vis-à-vis to the
professional development of teachers and the school’s
performance. To wit, engaging, training, and
conducting research tailor-fit teachers with the
necessary skills and capabilities to identify and address
classroom and school issues critically and

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Research Article
systematically (Bughio, 2015; Ulla, 2018). More so, it
allows teachers to reflect and do a self-evaluation to
find out what other key areas of their teaching
profession should be improved. It gives them time to
have a reflective analysis of how they are going to
improve and boost themselves toward research
engagement.
However, even though research engagement provides
technical assistance to teachers’ skills and capabilities
at the same time in managing the learning environment
through empirical findings, there are recent findings
that explain some of the impediments and hindrances
why teachers are not engaging themselves towards
research resulting to poor skills and capabilities.
Shafiee & Sotoudehnama’s (2019) study on teacher
engagement towards the development of skills and
capabilities revealed that teachers are at low to
moderate levels of skills and capabilities in reading
and doing research. The findings of Ulla (2018) stated
some points why teachers have low or moderate
engagement in research due to crowded teaching
schedules, heavy workload, paperwork, and lack of
time, teachers do have no time in engaging themselves
in research. Consequently, lack of financial support
and insufficient training and skills are hindrances to
teachers to research engagement (Vecaldo et al., 2019:
Norasmah & Chia, 2016). Teachers’ research
engagement is influenced by personal, institutional,
policy-related, and system-related aspects, according
to the findings of Kyaw (2021). This implies that, in
addition to considering intrinsic and extrinsic
motivation, teachers’ research involvement autonomy
should be protected, and policy knowledge and buy-in
should be ensured (Kyaw, 2021).
But in reality, that the school is experiencing, because
teachers are bombarded with different responsibilities
in teaching and the unending demand of work in the
school, they put behind their back their ideas in
research and maybe forget about doing it. As
mentioned, and consolidated by Tarrayo et al. (2021),
time constraints, heavy teaching workload, and lack of
knowledge are the main factors to consider why
teachers do not engage themselves in research.
The findings of Caingcoy (2020) showed that teachers
were somewhat competent in the planning process, had
a low level of motivation to write research, and were
only marginally capable of performing and conducting
research and having neutral views toward it. It also
showed that they were open to coaching and mentoring
to produce research related to their work of action. At
various levels of the association, teachers' mentorship
and action planning abilities, desire to write research,
Jesson L. Hero
attitudes toward research, and the number of studies
they had done were also correlates of their research
aptitude. Notably, there was a low, negative, but
significant correlation between instructors' research
abilities and their age and total service time. As a
result, this capacity declines as people age and rack up
service years. Age, the number of studies finished, and
the purpose of the research was considered significant
factor in crafting a research capability plan.
In the same manner, public secondary and elementary
school teachers were able to write a research proposal
and a paper that was publishable, but they lacked the
necessary research skills to undertake in-class research
(Abarro et al., 2016). However, public teachers said
that several components of action research, such
as statistics, data organization, literature searches, and
producing reports, were moderately challenging
(Morales et al., 2016). Further, Macabago (2017)
concluded that public elementary teachers had
concerns about their capacity to write research.
Furthermore, for teachers in public schools to create
research outputs, their research skills must be
improved. But they cannot do it by themselves, and the
agency and its partners must work together to assist
instructors to learn and develop knowledge, skills,
values, and good attitudes, which may bring value to
every researcher. They can then completely adopt the
policy at that point.
The main course of the conduct of the study is to
develop a research capacity building program that will
aid the observed problems on research engagement
vis-à-vis the skills and capabilities of teachers. And
with this, it becomes the intention of the researcher to
develop a research capacity-building program based on
the perception and assessment of Senior High School
teachers on their research skills and capabilities in one
public stand-alone senior high school in the City of
Meycauayan to address the underlying gray areas on
teachers’ research skills and capabilities.
The findings of the study and the developed research
capacity-building program will be used to strengthen
the culture of research in the target school. More so,
capacitating teachers’ research skills and capabilities
will be improved if they have a better understanding of
their tasks as teacher-researchers if their research
training needs are met, if they are adequately
supervised and encouraged, and if there is an
improvement plan that will monitor and evaluate on
research engagement. As elucidated by Gonzalez et al.
(2019), there should be mentorship and training efforts
in order to create high-quality research and build a
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Research Article
functioning teachers' development plan for advanced
education in order to widen their knowledge and
research abilities. The study's findings of Perez et al.
(2022) led to the development of a research
management plan that includes procedures for
addressing respondents' concerns and obstacles when
doing research. Educators are therefore aided and
directed in finishing and publishing their research
piece, thereby boosting the university's research
culture.
Research Questions
To achieve the major intent of the study, the following
specific objectives were being mapped:
1. Assess the senior high school teachers’ research
skills in terms of problem identification and
conceptualization skills; information and evidence
seeking skills; methodology and data analysis skills;
and writing and reporting skills.
2. Assess the extent of research capabilities of senior
high school teachers be described based on the
competency-based standards of basic education
research curriculum.
3. Ascertain the relationship between the research
skills of senior high school teachers to their research
capabilities.
4. Propose a research capacity building to uplift the
research skills and capabilities of senior high school
teachers.
Methodology
Type of Research
This study aims to ascertain the relationship between
the research skills of senior high school teachers and
their research capabilities in one public stand-alone
senior high school in the City of Meycauayan, Bulacan
for the School Year 2022-2023. Thus, it utilized a
quantitative descriptive research method, specifically
descriptive-correlation research design. The intent of
this research design is to establish the correlation or
the relationship between and among variables. When
doing correlational research, a non-experimental
quantitative methodology, the researcher uses
correlational statistics to gauge and characterize the
strength of relationships between different variables or
sets of scores (Creswell, 2012). They look for
connections between the respondents' traits and their
Jesson L. Hero
stated actions and beliefs (Marczyk et al., 2005:
Asenahabi, 2019).The study made use of quantitative
research approach in analyzing and processing the
data. Standardized questionnaires on research skills
and capabilities will be adapted as the primary data
gathering tools.
Respondents of the Study
The respondents of the study were Senior High School
teachers from one stand-alone public senior high
school in the Schools Division of the City of
Meycauayan, Bulacan for the School Year 2022-2023.
The researcher utilized a universal sampling procedure
as the study's sampling technique since the entire
population was active in a physical contact modality.
An informed consent was secured first prior to their
participation in this study. Table 1 presented the
breakdown of the profile of the respondents who
voluntarily participated in the data collection
procedure. Table 1 presents the profile of respondents
in terms of gender and highest educational attainment.
It shows that most of the participants are female and
master’s degree holders. In sum, there are 15 target
participants for this study.
Table 1. Profile of the Respondents
Instrument of the Study
For the quantitative data collection, the researcher
adapted and utilized a standardized questionnaire as
the primary data collection tool. The survey tool for
this study was divided into two sections: the research
skills of senior high school teachers and the research
capabilities based on the competency used in research
subjects in senior high school. The first part of the
survey-questionnaire pertained to the research skills of
senior high school teachers. The researcher adapted the
questionnaire of the study from the published study of
Lacson & Dejos (2022).
The research instrument was focused in assessing the
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Research Article
research skills of the target respondents and had four
core skills in research writing, namely: Problem
Identification and Conceptualization Skills,
Information and Evidence Seeking Skills,
Methodology and Data Analysis Skills, and Writing
and Reporting Skills. The research instrument is a
Likert type instrument ranging from 1 (not skilled) to 5
(very highly skills). The research instrument is reliable
as shown by the Cronbach’s Alpha value of 0.90, 0.95,
0.91, respectively. The research instrument for
research skills underwent a local validation to check
the applicability of the research instrument to the local
of the study. No modification was done upon the local
validation procedure of the study.
The second part of the survey questionnaire adapted
the survey tool from the study of Santos (2019). The
questionnaire of this study was first used in the study
of Santos (2019). The questionnaire was anchored on
the Curriculum Guide Learning Competencies of the
subject Research Project from Department of
Education (DepEd). The same questionnaire was used
by the research teachers and panel of examiners to
determine the research capability of Senior High
School students. The instrument is composed of 15
indicators which is a 5-point Likert scale questionnaire
which ranges from 1 (not competent) to 5 (highly
competent). A questionnaire is an instrument used in
this study for collecting data. It consists of a series of
questions that was answered by respondents to a
research study.
The research instrument for research capabilities will
undergo a local validation to check the applicability of
the research instrument since it was used to test the
research capabilities of senior high school students. No
modification was done upon the local validation
procedure of the study.
Data Analysis
The researcher utilized quantitative data analysis
procedures in which both descriptive and inferential
statistics were used to tabulate and interpret the survey
questionnaire results. The research skills and
capabilities of senior high school teachers would be
quantified using descriptive statistics such as weighted
mean procedures. On the other hand, to determine the
significant relationship between the research skills of
senior high school teachers and their research
capabilities, correlation procedures such as Pearson
Product Moment Correlation would be explored.
Jesson L. Hero
Ethical Considerations
To establish and safeguard ethics in conducting this
study, the researcher firmly observed the following
actions towards research ethics: the teacher
participants name, and identity was not declared in any
part of the study and the researcher used codes for
them; and the teachers as the respondents of the study
were not emotionally or physically harmed during the
conduct of data collection. The study’s participants
were not forced to participate, and thus, they had the
right to refuse their participation in the study and they
had the right to refuse in answering the question if they
feel that they are not comfortable with the given
question/s. The researcher cited and observed proper
referencing of literature and promotes copyright laws.
All participants of the study signed informed consent
prior to their participation. Observance of all ethical
principles is done during the conduct of the study.
Lastly, the researcher declared no conflict of interest in
conducting this study.
Results and Discussion
This section presents the results of the findings vis-à-
vis the discussion and interpretation of data gathered.
For a systematic and clear picture of the findings, the
researcher presented in an order based on the sequence
posted on the statement of specific objectives, to wit:
research skills of the senior high school teachers;
research capabilities of the senior high school teachers;
relationships between research skills and capabilities
of the senior high school teachers; and the proposed
research capacity building program.
Table 2. Summary of Senior High School Teachers’
Research Skills
From the analysis observed in the summary of research
skills of senior high school teachers in Table 2,
information and evidence-seeking skills recorded the
highest weighted mean averages among the four
research skills of SHS teachers. Thus, this implies that
the SHS teachers are more likely able to gather useful
information from trustworthy references available on
different sites on the internet. They can also identify
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Research Article
what is fake evidence using the critical skills they had.
On the other hand, methodology and data skill is found
the least research skills of SHS teachers by having a
general average mean of 2.66, but still rated as
Moderately skilled. This implies that SHS teachers are
moderately practice or incorporating their research
skills in terms of methodology and analyzing skills.
One of the possible reasons is they lacked in training
and seminars that will hone their capabilities in the
aforementioned research skills. Analyzing and
methodology skills are essential in conducting
research. It suggested that SHS teachers must engage
themselves in enhancing the said skills.
The research skills of SHS teachers are reported as
moderate as evidenced by the general weighted
average of 2.31. This means SHS teachers were doing
their best to acquire the above-mentioned research
skills. It also connotes that they were eager to hone
their capabilities in terms of research. However, the
assessment that the respondents did show a moderately
skilled impression in research writing. The findings
construed on Abaro et al. (2016) were teacher able to
write a research proposal, but they lacked the
necessary research skills to undertake action research
writing. Furthermore, Macabago (2017) expressed that
teachers had concerns about their skills and capacity to
write and publish research. The teacher just becomes
true to themselves that they need little attention and
engagement in research since the present education
paradigm in the basic education is now embracing the
great culture of research and innovation.
Table 3. Research Capabilities of Senior High School
Teachers
Jesson L. Hero
Table 3 displays the research capabilities of Senior
High School Teachers. As a whole, it is described as
moderately capable, shown by the general average of
3.10, which indicates that Senior High School teachers
can create, and administer a research study, generating
useful output and results. (4.00) SHS are highly
capable in terms of modifying a research paper, based
on the advice and direction of the panelists, (3.79) the
ability to generate propositions based on the
conclusion, (3.43) can specify the essential
respondents for a research project. And able to deliver
a comprehensive research report. (3.42) ability to
defend their research project in front of the panelists.
(3.21) able to collect and analyze data with intellectual
integrity using suitable techniques (3.07) can provide
reasonable conclusion. (2.93) the ability to narrate
adequately research design (either qualitative or
quantitative), able to formulate and exemplify research
methodology, (2.79) can synthesize and utilize
appropriately the gathered related literature, (2.71) the
ability to develop a definite Statement of the problem,
(2.64) submit written review of literature, (2.57) the
ability to Organize a plan that pertains to issues and
ideas in my respective field.
Correspondingly, capability in writing research
contributes to student success which has been
primarily focused on undergraduate students. In that
context, student success is viewed in terms of student
retention and graduation rates, as well as time to
completion. Thus, the capability of teachers to
research provides a strong impact on the skills of the
learners.
But because of the moderate capabilities towards
research, it becomes an alarm to the school to give
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Research Article
more training to teachers to engage them in research.
The lack of opportunity to create and develop their
research skill is one of the contributing factors. Second
is access to various seminars and training programs
that directly instruct and formulate a profound research
study. School organizations and institutions must
provide stimuli that focuses on formulating a research
paper exclusively for teachers. School officials should
encourage and motivate teachers to apply different
programs that would eventually help them to develop
their research skills. On the same note, Ulla (2018)
explained the 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.
Table 4. Test of Significant Relationship between
Senior High School Teachers’ Research Skills and
Capabilities
Table 4 depicts the results of the analysis of R-value
correlation of SHS teachers of research skills and
capabilities. It revealed the R-value of 0.963 with the
associated p-value of 0.000. Since the associated alpha
value is less than the alpha set, the null hypothesis is
rejected. This means that there is a significant
relationship between the research skills and
capabilities of Senior high School teachers.
The research skills and capabilities of SHS teachers
have been found to be correlated to each other. It only
implies that research skills are helpful engagement for
SHS teacher to hone their capabilities not only in
research but teaching. Using the research skills, they
have the necessary skills to help the students to attain a
standard quality of education that will contribute to
nation-building. And through honing the research
skills and capabilities of SHS teachers, they will be
able to determine and understand the problems
emerging in the classroom and create a solution to the
problem. Furthermore, having research skills will help
the students to think critically and learn more
efficiently in school.
Being capable and skilled of doing research, Kirwan
(2017) described three ways in which outcomes
research was improved by involving clients.
Supporting clients in their role as full research partners
enables them to contribute their experiential
Jesson L. Hero
knowledge and helps ensure that results are relevant
and address clients’ needs, preferences, and priorities.
Conclusion
In light of the results and discussion, the following
conclusions were drawn: (1) The research skills of
senior high school teachers are reported and described
at a moderate level. (2) The research capability of
senior high school teachers is described at a moderate
level. (3) There is a significant relationship between
the research skills and capabilities of senior high
school teachers in one public stand-alone senior high
school in the City of Meycauayan. (4) The proposed
capacity-building program for research engagement
aimed to improve and magnify the skills and
capabilities of senior high school teachers, especially
in teaching at the senior high school level. The general
outcome of the proposed program is for the teachers to
capacitate and conceptualized a practical action
research in this respective field of expertise.
Based on the results and discussion of the study and
the d r a w n c o n c l u s i o n s , th e f o l l o w i n g
recommendations are hereby offered: (1) That the
school head and the School Learn ing and
Development Coordinator in collaboration with the
School Research Coordinator should invest in teachers'
professional development in research and engage and
expose them to the research community when they are
still very young. To ensure greater productivity, the in-
charge, or coordinators of research projects at public
schools or at the division level need to take these
factors into account and provide more engagement
programs such as training-workshop and research
presentations. (2) That teachers are highly encouraged
to attend and engage to different seminars and
conferences in strengthening their skills and
capabilities when performing and writing an action
research. As a result, it is strongly advised that school-
based policies, educational action research workshops,
and training programs should be introduced and
implemented to improve educational action research
skills and capabilities towards the highly observed
culture of research and innovation in the school. (3)
That the school head and the School Learning and
Development Coordinator in collaboration with the
School Research Coordinator implement and utilize
the proposed capacity-building program in this
research and further monitored and evaluated to assure
the progress of teachers as to their research skills and
capabilities. (4) That future researchers should
consider the possible impacts of educational action
research training programs and performing action
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research on administrators' and teachers' knowledge
and expertise in this field should be taken into account
in future studies. It is observed that relevant policies
have to be taken into account and created to facilitate
teachers doing action research.
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Affiliations and Corresponding Information
Jesson L. Hero, PhD
Academic Senior High School
of the City of Meycauayan - Philippines
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