Enhancing Research Engagement in Tagaytay City District: Sustaining Research Culture in Department of Education Schools in Tagaytay City

Abstract

INTRODUCTION

Nowadays, research skills are part of the competencies of higher education professionals. As stated in RA 9155, Department of Education teaching and non-teaching personnel are enjoined to conduct research in terms of doing priority improvement projects for future referrals and modifications in line with the mission and vision of the Department of Education.

METHODS

Descriptive evaluative research design was employed in this study as it involved certain processes and procedures in coming up with the research development programs intended for the public-school teachers. Three hundred twenty-two (322) teacher-respondents from elementary and secondary school in the District of Tagaytay responded to a descriptive Likert-style, modified-standardized questionnaire. Data analysis was done to identify the teachers' level of engagement in research, attitudes towards research, their skill competencies and the factors that affect their research engagement.

RESULTS

Findings revealed that most of the respondents have a low engagement on research activity which contradicts their positive attitudes towards research and their research competence. It is found out that time, funding, interest, and motivation have great impact on research engagement. Furthermore, findings show there is no significant relationship on the two groups of respondents' attitudes towards research, their competencies in research and their research engagement.

DISCUSSIONS

The results established a need for a deep capability building research program that is carefully analyzed and validated in accordance with the suitability, viability and adequacy. Further evaluation and continuous validation can be done to strengthen the research outcomes of the public-school teachers of Tagaytay.