Teachers’ Competence towards Research Engagement: The Case of Camarines Sur, Philippines

Turkish Online Journal of Qualitative Inquiry (TOJQI)

Volume 12, Issue 7, July, 2021:1631 – 1638

Teachers’ Competence towards Research Engagement: The Case of Camarines Sur,

Philippines

Ronnie B. Rubia

a
Ed.D, Bicol State College of Applied Sciences and Technology
ronbrubz@gmail.com

Abstract

The State Universities and Colleges (SUCs) have responded in various ways to the call for a more robust
research orientation among SUCs. It is in response to the Commission on Higher Education (CHED) policies
and mandates that are primarily geared towards improving research productivity. Hence, the study was
conducted to investigate the teacher’s research competence of selected SUCs in the Philippines. The study used
a descriptive survey method of research. Data were taken from 147 teachers of different SUCs and were
analyzed and interpreted using a statistical mean. The study revealed that teachers are much competent in doing
research. Besides, their attitudes were optimistic despite the difficulties they have encountered in doing research
works. Furthermore, it was found out that most teachers are motivated in doing researches for various reasons.
Hence, the paper concluded that most teachers exceed some expectations in being a researcher and strive to
conduct research despite the challenges. However, the paper recommended that further research capability
programs are implemented and various avenues and opportunities for teachers to be presented to continue to
engage themselves with research and further help society and the country.

Keywords: competence, engagement, research programs

1. Introduction
Nowadays, research has been categorized as a key for developing countries. Meanwhile, with the challenge
of globalization in education, teachers need to improve knowledge and skills to enhance, improve and explore
their teaching practices. Many studies on teachers' competencies focus on the teachers' role in the classroom
rather than teachers' competencies. Teachers' competencies have been broadening concerning reform studies in
education, development of teacher education, scientific results of educational science, and other fields. The
goals of education change very quickly in response to the demands of the era, which require more capability[1].
These demands have a direct impact on the educational system. Teachers are in charge of running the
educational system, so they must have strong and efficient professional competencies[2].
Competencies are the set of knowledge, skills, and experience necessary for the future, which manifests in
activities. It was also described as representing skills, attitudes, values, motivations, and beliefs people need to
succeed. Meanwhile, research competencies are competencies of research methods and techniques, designing
and carrying out research in teacher. They support collaboration with colleagues and other specialists or people
who are interested in curriculum studies and education. Research competencies are influential for teachers in
following the developments in their fields and developing themselves based on these developments[3]. Besides,
the research competencies of teachers are of great importance for students in gaining scientific thinking and
scientific process skills. The research competencies help improve teachers' competencies and support research-
based teacher education that is a new approach in teacher education[4].
On the other hand, research engagement is one of the vehicles that are always open to teachers for
professional development. It influences professional development by increasing the number of teaching plans,
educational objectives, teaching strategies, and teacher's knowledge of what was being taught[5]. As classroom
managers, they can create and manage positive esteem within the organization because of the value of

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recognition[6]. There is a virtuous cycle in faculty's performance when the pre-conditions of engagement are
met. Likewise, organizations engaged in research have strong and authentic values with clear evidence of trust
and fairness in their deeds.
Research refers to the process of generating, discovering, inventing, and creating new knowledge. In
universities, research is one of the critical tools in academic achievement and excellence. It is considered an
indispensable means for colleges and universities to discover or learn about the success of students and
departments, tracer alumni, recruit new students, hire new faculty, and much more. Research is also one of the
standards of accreditation in assessing the development of competent professionals. Likewise, in evaluating
programs and institutions relative to certification, the research element is one of the areas being assessed by the
accreditors. It concretizes the ability of a university to produce research that would generate knowledge for the
productivity of the institutions. In academic institutions, the academic reputation of the professor lies in their
ability to investigate scientifically, come up with new ideas, knowledge, and discoveries that will improve
existing practices, processes, and strategies.
In the United States, public research institutions have a distinct and necessary role to play. In addition to
scholarships, public research institutions give economic growth and technical aid to their communities, states,
and nation, as well as the potential for anchor-institution cooperation [7]. While other institutions may fulfill
these demands individually, public research universities are tasked with meeting them together in the most
effective, efficient, and cost-effective manner feasible. In the Philippines, State Universities and Colleges
responded in various ways to the call for a more robust research orientation among SUCs in response to
Commission on Higher Education (CHED) policies and mandates to improve research productivity [8].
This study identified the research competence of teachers towards research engagement. Specifically, it
determined the respondents’: a) level of competency in writing a research paper; b) level of attitudes towards
research engagement; c; and d) to propose an intervention plan based on the findings of the study. The results of
the study may be a basis for the development of an intervention program aimed to enhance the research
competence of teachers. Besides, the study may pose great importance in developing teachers' research
competence that may improve curricula and education quality. Furthermore, it was emphasized that competent
researchers are needed within the fields of education [9]. These results may contribute to the development of
capable researchers within the fields of education.
2. Objectives of the Study
This study generally endeavors to determine the level of teachers’ competence towards research engagement
in Camarines Sur, Philippines. Specifically, it aims to determine the respondents’: a) level of competency in
writing a research paper; b) level of attitudes towards research engagement; c) motivations towards research and
difficulty & non-difficulty in conducting research.
3. Materials and Methods
The research study adopted a descriptive survey method. The respondents of the study are randomly
identified faculty members of different state universities and colleges in Camarines Sur. Slovin’s formula
determined the sample size of the study.
The competency of the teachers in research, in terms of research capability, attitudes towards research,
motivation towards research, and difficulty and non-difficulty on research, were measured using a customized
questionnaire.
The first part of the questionnaire is about the respondent's profile such as name, age, gender, marital status,
academic rank, length of teaching experience, and school affiliation. The second part of the questionnaire dealt
with statements that measure their research competence. These statements are grouped according to knowledge,
skills, and attitudes. The respondent is asked to rate each statement according to his perception.
Then, the researcher distributed the questionnaires to the participants of the study and retrieved them. Upon
retrieval, the data gathered are encoded, tallied, interpreted, and analyzed using SPSS.
4. Results and Discussion
Higher education institutions, such as SUCs, with their mandate to provide quality education, have pursued
research by the institution and its faculty. Furthermore, various capability training to enhance the research
competence of teachers were conducted and pursued. In the study, teachers' current competence towards
research was evaluated.
Teacher’s Capability in Research. In the study teacher’s capability in research was determined along with

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the research topic, conducting literary study or review of literature, writing the research paper proposal, conduct
of data gathering, making research report, defend the research result, and adhering to research ethics.
Presented in table 1 is the teachers’ capability along with the research topic. Based on the results, teachers
are very competent in phrasing the research topic in a well-defined manner with a mean of 4.23, indicating that
teachers consistently exceeded expectations in this role. Meanwhile, with the least mean of 3.20, teachers are
much competent in choosing a research topic of current importance, indicating that teachers are met most and
exceed some of the expectations in this role. Overall, teachers are much competent along with the research topic
with a mean of 4.05. These results indicate that teachers in Camarines Sur, Philippines met most and exceeded
some expectations in defining and identifying the research topic with current importance. Besides, the result also
indicates that teachers know how to identify a topic for research and explore it[10].
In the teachers’ capability along with the conduct of literary study/review of literature. Based on the results
presented, teachers are competent in all of its indicators, demonstrating that teachers mostly met and exceeded
expectations for their role in this part of the research. However, it can be seen that the indicator “Identify,
critique, and apply strategies for conceptualizing and operationalizing research variables” is with the least mean
of 3.99.
Besides in teacher’s capability in writing research proposal results shows that teachers are competent with
identifying and critique research methods for appropriateness in a given study with a mean of 3.29 and
establishing the correct research methodology with a mean of 3.38, which indicates that teachers met the
majority of the expectations in this part of the research process. Meanwhile, using sound and consistent methods
to conduct data gathering activities ethically have the highest mean among the indicators with 4.08 mean, which
is described as much competent and indicates that teachers met most and exceed some of the expectations in this
role. Overall, teachers are much skilled in writing a research proposal with an average mean of 3.73.
Along with the data gathering, teachers are much competent, with a mean of 3.80. Teachers are skilled at
documenting related data. They have a knack for data collection and activities that relate to data coding and
entry. They can utilize appropriate data analysis techniques consistent with the purpose and design of a study.
They can interpret and synthesize the findings in light of the existing literature and theoretical framework and
identify relevance for practice and future research with a mean of 3.97, 3.54, 3.60, and 4.09. These results
indicate that teachers met most and even exceeded expectations in conducting the data gathering in research.
In making a research report, teachers are much competent with maintaining internal consistency through all
the chapters with a mean of 4.12, labeling each variable in your report with a term that describes only what it
measures (4.03), emphasizing important information (4.08), writing the research report in lucid and straight
language, which clearly express what is intended to be expressed (3.97), organizing the research results logically
(3.94).
Lastly, in defending the research result, teachers are much competent in presenting their research may it be
in posters, conferences, or seminars and submitting the papers for publication with a mean of 3.97 and 3.94,
respectively. However, they are only competent in applying for patenting of technological advances of the
research study with a mean of 2.97.
This result ties well with a study wherein research capability is assessed based on how well an academician
conducts the process in research adhering to the research ethics and respecting the confidentiality of its
subjects[11].
Table I. Teachers’ Capability in Research
PARAMETERS MEAN DESCRIPTION
A. Research topic
very much
Phrase the research topic in a well-defined manner.
4.23 competent
Choose a research topic that is directional and set the whole research
much competent
methodology. 3.90
The chosen research topic is of current importance. 3.97 much competent
The language of the research topic is simple. 3.98 much competent
The research topic should be specific. 4.20 much competent
Average 4.05 Much competent

B. Literary Study / Review of Literature

Decide on the scope of your review. 4.13 much competent
Use effective search strategies and critical evaluation of the scientific literature 4.10 much competent

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Identify, critique, and apply strategies for conceptualizing and operationalizing

much competent
research variables 3.99
Collect, evaluate and select literature 4.09 much competent
Find connections and themes 4.14 much competent
Plan the literature review’s structure 4.08 much competent
Write the literature review 4.13 much competent
Average 4.09 Much competent

C. Writing a Research Proposal

Establishing the correct research methodology 3.38 competent
Identify and critique research methods for appropriateness in a given study 3.29 competent
Use sound and consistent methods to conduct data gathering activities ethically 4.08 much competent
Develop appropriate instrument/s for Effective Research 3.92 much competent
Identify the points of triangulation/s in data collection 3.99 much competent
Average 3.73 Much competent

D. Data Gathering
Document related competencies with primary data collection, including
much competent
activities relating to data coding and data entry 3.97
Utilize appropriate data analysis techniques consistent with the purpose and
much competent
design of a study 3.54
Interpret and synthesize the findings in light of the existing literature and
much competent
theoretical framework 3.60
Identify relevance for practice and future research 4.09 much competent
Average 3.80 Much competent

E. Making Research report

Maintaining internal consistency through all the chapters 4.12 much competent
Label each variable in your report with a term that describes only what it
much competent
measures. 4.03
Emphasizes important information. 4.08 much competent
The research report shall be written in a lucid and straight language, clearly
much competent
expressing what is intended to be conveyed. 3.97
Organize the research results logically. 3.94 much competent
Average 4.03 Much competent

F. Defend research result

Presenting your research – Posters – Conferences/seminars 3.97 much competent
Submit papers for publication. 3.94 much competent
Apply for patenting of technological advances of the research study. 2.97 competent
Average 3.62 Much competent
Legend: 4:21-5:00 Very Much Competent; 3:41 - 4:20 Much Competent; 2.61 -3.40 Competent; 1.81 - 2.60
Fairly Competent; 1-1.80 not competent
Besides, the results are similar to another study where it was found out that a high level of research
competence is equivalent to teachers having knowledge of concepts, methods, systematic use of digital
technologies for scientific research; and mastery of skills in working with scientific literature and the ability to
compile bibliographic lists[12].
Attitude towards Research. Presented in Table 2 is the teacher’s attitude towards research.Teachers
strongly agree that conducting research is useful for their teaching and is difficult to conduct with a mean of
4.22 and 4.20, respectively. Furthermore, they also agree that they benefit from conducting research (3.89),
research is indispensable in their professional training (3.89), conducting research is stressful (3.89), have an
interest in conducting action research (3.91), research makes them anxious (3.99), loves to conduct research
(4.18), they enjoy conducting a research (3.97).
This result indicates that despite conducting research is difficult, stressful, and anxious; teachers still do
research since it is valuable and indispensable in their professional training and career. Furthermore, it can also
be noted that some teachers love and enjoys conducting research[10].
Table II. Teacher’s Attitude Towards Research

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 Teachers’ Competence towards Research Engagement: The Case of Camarines Sur, Philippines

PARAMETERS MEAN DESCRIPTION

1.Research is useful for my teaching. 4.22 Strongly Agree
2.I will benefit from conducting action 3.89 Agree
research.
3.Research is indispensable in my 3.89 Agree
professional training.
4.To conduct research is stressful. 3.89 Agree
5. Research is difficult to conduct. 4.20 Strongly Agree
6.I have an interest in conducting 3.91 Agree
research.
7.Research makes me anxious. 3.99 Agree
8.I love to conduct research. 4.18 Agree
9.I enjoy conducting research. 3.97 Agree
AVERAGE 4.02 Agree
Legend: 4:21-5:00 Strongly Agree; 3:41 - 4:20 Agree; 2.61 -3.40 Undecided; 1.81 - 2.60 Disagree; 1-1.80
Strongly Disagree
Motivation towards Research. Presented in table 3 is the teacher’s motivation towards conducting research
works. Teachers strongly agree that research enhances my chance for career promotion (4.25), like to publish
research findings in research journals (4.24), like to participate and be recognized in the research congress
(4.23), and have a passion for the discovery of new knowledge (4.24). Meanwhile, they agree that research
enhances my teaching efficiency (4.13), their school head expects them to come up with research by the end of
the year (4.07), most of their co-teachers have conducted or planned to conduct action research (4.02), their
school head recognizes their commitment in conducting research works (4.07) find research as an interesting
and meaningful educational practice (3.91), Research allows me to come out financially ahead (3.65) and like to
demonstrate to my peers that the conduct of research is not that difficult (3.97).
These results indicate that teachers were motivated to conduct research because of its importance in
enhancing their career, liking to publish in research journals, participating and being recognized in research
congress, and especially their passion for discovering new knowledge. These results are consistent with the
findings of a cross-sectional survey of hospitalpharmacists, where it was found out that despite the presence of
several barriers, the respondents had a fair positive attitude, good perceptions, increased motivation, and
willingness towards the practice of research [13].
Table III. Teacher’s Motivation towards Research
PARAMETERS MEAN DESCRIPTION
1. Research
enhances my chance 4.25 Strongly Agree
for career promotion.
2. Research
enhances my teaching 4.13 Agree
efficiency.
3. My school
head expects me to
4.07 Agree
come up with research
by the end of the year.
4. Most of my
co-teachers have
conducted or planned 4.02 Agree
to conduct action
research.
5. My school
head will recognize 4.07 Agree
my commitment to

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conducting research
works.
6. Like
publishing research
4.24 Strongly Agree
findings to research
journals.
7. Find research
as an interesting and
3.91 Agree
meaningful
educational practice.
8. Likes to
participate and be
4.23 Strongly Agree
recognized in the
research congress.
9. Research
allows me to come out 3.65 Agree
financially ahead.
10. Like to
demonstrate to my
peers that the conduct 3.97 Agree
of research is not that
difficult.
11. Have a
passion for the
4.24 Strongly Agree
discovery of new
knowledge.
Average 4.05 Agree
Legend: 4:21-5:00 Strongly Agree; 3:41 - 4:20 Agree; 2.61 -3.40 Undecided; 1.81 - 2.60 Disagree; 1-1.80
Strongly Disagree
Difficulty and Non-difficulty in conducting Research. Presented in table 4 is the difficulty and non-
difficulty of teachers in doing research. Teachers find it difficult in developing the processes of how to do
research and collect evidence of research (3.97), analyzing quantitative data (3.93) and (4.08), organizing and
writing the findings (4.13) and making a relevant presentation on my project and write an article for publication
(4.07) and have a slight difficulty in identifying issues and problems to be investigated by the research (2.34).
Meanwhile, they don't find any difficulty in using technology in literature search (1.65), data presentation
(1.76), statistical analysis (1.45), bibliographical entries (1.63). Overall, teachers find it difficult to do research.
Table 4. Difficulty or Non-difficulty of
PARAMETERS MEAN DESCRIPTION
1. Identifying issues
and problems to be 2.34 Slightly Difficult
investigated
2. Searching for
relevant literature 3.20 Neutral
on the chosen topic
3. Developing the
processes of how to
do research and 3.97 Difficult
collect evidence of
research.
4. Analyzing
3.93 Difficult
quantitative data.
5. Analyzing
4.08 Difficult
qualitative data.

6. Organizing and 4.13 Difficult

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 Teachers’ Competence towards Research Engagement: The Case of Camarines Sur, Philippines

writing the findings.

7. Making a relevant
presentation on my
project and write an 4.07 Difficult
article for
publication.
8. Using technology
in a literature 1.65 No difficulty at all
search.
9. Using technology
1.76 No difficulty at all
in data presentation.
10. Using
technology in 1.45 No difficulty at all
statistical analysis.
11. Using
technology in
1.63 No difficulty at all
bibliographical
entries.
Average 2.92 Difficult
Legend: 4:21-5:00 Very Difficult; 3:41 - 4:20 Difficult; 2.61 -3.40 Neutral; 1.81 - 2.60 Slightly Difficult; 1-
1.80 No difficulty at all
These results indicate that teachers face some difficulties in doing research; however, they are still motivated
to do it since it provides them with career enhancement opportunities. It also widens their knowledge in
different areas. Besides, despite the difficulties they encountered, some teachers have a passion for research and
discovery of new knowledge, which are their motivations in conducting research works. These results align with
a study wherein students and teachers have presented the challenges they have encountered in conducting
research based on their experience[14]. They also emphasize that even with difficulties, it cannot be denied that
research skills are beneficial for an individual.
5. Conclusion And Recommendation
Despite the policies and mandates of the Commission of Higher Education (CHED) geared towards the
improvement of research productivity and varied responses to the call for a more substantial research orientation
among State Universities and Colleges (SUCs) in the Philippines, the study revealed that teachers are much
competent in doing research. Besides, their attitudes were optimistic despite the difficulties they have
encountered in doing research works. Furthermore, it was found out that most teachers are motivated in doing
researches for various reasons. Hence the paper concluded that the teachers I met most exceeded some
expectations in being a researcher and, despite the challenges, strive to conduct research. However, it was
recommended that further research capability programs be implemented and various avenues and opportunities
for teachers to be presented to continue to engage themselves with research and further help society and the
country

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