Assessing Research Technical Assistance Needs: Basis for a Research Capability-building and Technical Assistance Program in the Schools Division of Zamboanga del Sur

Abstract

Background: Research capability-building requires a needs-based understanding of the areas in which education personnel require technical support. Aims: To assess the research technical assistance needs of education personnel in the Schools Division of Zamboanga del Sur as a basis for developing a responsive research capability-building programme. Study Design: A quantitative descriptive research design using a cross-sectional survey approach. Place and Duration of Study: Schools Division of Zamboanga del Sur, Philippines, in June 2026. Methodology: A total of 1,139 education personnel participated in the study. Data were collected through a survey questionnaire adapted from Insorio (2024). Quantitative data were analysed using frequencies, percentages, and weighted means, while responses to open-ended questions were coded, categorised, and quantified to identify recurring priority needs and specific forms of support. Results: The overall research technical assistance need was rated Highly Needed (M = 3.28). Data analysis competencies registered the highest need (M = 3.31), followed by dissemination and utilisation (M = 3.29), technical competencies (M = 3.28), and methodological competencies (M = 3.26), all interpreted as Highly Needed. Conceptual competencies obtained M = 3.25 and were interpreted as Needed. Notably, 958 (84.1%) of the 1,139 respondents had not conducted research within the previous five years. Training and workshops emerged as the most preferred support modality (n = 1,000), followed by coaching and mentoring (n = 760), peer collaboration (n = 602), and modular learning (n = 308). The priority needs were clustered into three areas: research design, methodology, and conceptual development; data analysis, interpretation, and technical competencies; and research writing, dissemination, and utilisation. Conclusion: Education personnel demonstrated substantial technical assistance needs across the research cycle, with the greatest need in data analysis and other application-oriented competencies. The findings support the development of a comprehensive and sustained research capability-building programme integrating structured training, coaching and mentoring, and peer collaboration.