Recently, many academics have developed a tremendous and overwhelming interest in research capabilities, particularly in the field of elementary education. This shows that more professionals and experts than ever before are now aware of its importance in enhancing practice. Since decision-making, innovation, and development in the field of education must be founded on research, its significance goes beyond assessing what one understands and can perform in research.
The Department of Education (2015) began institutionalizing research through DO No. 13, s. 2015, which established a systematic development policy process and promoted an evidence-based policy formulation backed by research. In 2016, another policy through DO No. 39, was issued that laid down the research agenda so that research of teachers would be aligned to priorities (DepEd, 2016). Lastly, an issuance was released (DO No. 16, s. 2017) to give guidance on the management of research affairs at all levels (DepEd, 2017). Thus, DepEd has been trying to push teachers to engage in research.
A person’s research competency is referred to as their ability to carry out high-quality investigations. According to Ismail et al., (2012), it possesses the “ability to carry out data collection involving planning and selecting appropriate data collection tools or instruments, identifying an appropriate method for interpreting and manipulating data, and applying an appropriate statistical tool for the test of significance aside from understanding.” As a result of experience and continuing, relevant capacity-building programs, such a skill may change over time. It also requires the frequent application of the acquired knowledge and skills in order to improve research output and innovation. It necessitates a detailed assessment of a person’s motivation to participate, attitudes toward it, and other skills necessary for the demanding and painstaking process of research. However, not all educators with the ability to do research are driven to do so. According to Caingoy (2020), “many educators do not have a motive to undertake research.” Although they appear to be motivated overall, they still require instruction in this area to improve their drive to write research.
By: Mrs. Virgie Novilla|Teacher I| Tapinac Senior High School |Olongapo,Zambales
