Recently, there has been a great and overwhelming increase in interest among academics in research capacities, notably around secondary education (Wong, 2019). This demonstrates that more experts and professionals than ever before are now aware of its significance for improving practice. Research’s importance goes beyond gauging one’s comprehension of and aptitude for doing research since it must serve as the foundation for decision-making, innovation, and advancement in the field of education.
Through DO No. 13, s. 2015, which created a systematic development policy process and fostered an evidence-based policy formulation supported by research, the Department of Education (2015) started institutionalizing research. Another policy, DO No. 39, was released in 2016 and outlined the research plan so that teacher research would be in line with priorities (DepEd, 2016). Finally, a directive (DO No. 16, s. 2017) was published to provide instructions on the management of research affairs at all levels (DepEd, 2017). DepEd has so been attempting to encourage teachers to conduct research.
A person’s research competency is referred to as their ability to carry out high-quality investigations. According to Ismael (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 (Manongsong et al., 2018). 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. Noemi Jean A. Ancheta|Master Teacher I|Olongapo City National High School |Olongapo City
