Correlates and Implications of Research Skills among Public Senior High School Teachers in Northern Samar

Abstract

The inclusion of Research subjects in the Department of Education's Basic Curriculum, specifically under the Senior High School (SHS) program, necessitates that teachers possess adequate research skills. To assess this preparedness, this study investigated the research competencies of public SHS teachers in Northern Samar. Furthermore, it aimed to correlate teacher profiles with their research skills to derive practical implications. Employing a descriptive-correlational research design, the study was conducted within the Schools Division of Northern Samar during the School Year 2023–2024. A sample of 136 research teachers (handling Practical Research 1, 2, and III) was selected from 63 schools using proportional cluster random sampling across three geographical areas. Data were collected using a researcher-developed survey questionnaire deployed via Google Form. Ethical approval was secured from the Schools Division Superintendent and the affiliated research institution. Statistical analyses, including Kruskal-Wallis, Mann-Whitney U, and Spearman correlation, were used to determine differences and relationships. The data revealed that public SHS research teachers demonstrated an overall moderate capability in research skills. Teachers excelled in conceptual domains (title framing and objective construction) but showed only moderate proficiency in technical aspects, particularly data analysis and interpretation. Regression analysis further indicated that a teacher’s baccalaureate degree, sex, and number of relevant training sessions are significant predictors of their research skills. These findings suggest an urgent need for targeted, specialized professional development to enhance specific research competencies, especially in data analysis, interpretation, and qualitative methodology. Given the predictive significance of teachers' baccalaureate degree, sex, and continuous training, it is recommended that the Schools Division implement tailored, continuous programs focusing on these technical areas to ultimately improve the quality of research instruction.