Attitude and Research Capabilities of Public Elementary School Teachers of Sanchez Mira District: Input for a Training Plan
DOI:
https://doi.org/10.65339/ijsair.V2.I3.704Keywords:
Research Capability, Elementary Teachers, Research Competency, Professional Development, Project INSPIREAbstract
This study determined the research capability and attitudes toward research of public elementary school teachers in Sanchez Mira District, Cagayan during School Year 2024–2025 as basis for a research capability enhancement program. The study was conceptually anchored on the view that teachers’ research capability is shaped by personal profile, professional profile, research exposure, and attitudes toward research. Using a descriptive-correlational research design, the study involved 100 public elementary school teachers from 19 schools selected through simple random sampling proportional to school size. Data were gathered using a validated researcher-made questionnaire and analyzed using descriptive statistics, t-test, one-way ANOVA, and Pearson’s r correlation through SPSS. Findings showed that the respondents were generally experienced and academically progressing but had limited research training and low research engagement. Their overall research capability was mostly Fair to Satisfactory, with weaknesses in research concepts and terminologies, research design and methodology, ethics, reporting, limitations, and application of research, while data analysis and interpretation appeared relatively stronger. Teachers showed generally positive attitudes toward research, particularly in interest, perceived usefulness, confidence, and self-efficacy. Research capability differed significantly according to sex, highest educational attainment, and number of research projects conducted, while attitudes toward research were significantly related to data analysis and interpretation and to ethics, reporting, and limitations. The study concludes that positive attitudes alone are insufficient without structured training, mentoring, and actual research experience. It recommends the implementation of PROJECT INSPIRE to strengthen teachers’ research competence and promote a sustainable research culture. The study supports SDG 4 on Quality Education, SDG 8 on Decent Work and Economic Growth, SDG 9 on Innovation, and SDG 17 on Partnerships. Its sustainability impact lies in strengthening institutional capacity, teacher professional development, evidence-based instruction, and locally responsive school improvement.
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