SINTA

2.5

Impact

Google Scholar

10

h-index

Indonesian Journal of Education Research (IJoER)

Open Access Journal

Research Capability and Professional Development Needs of Public School Teachers in Action Research: A Profile-Based Analysis

Jake M Laguador
Bicol State College of Applied Sciences and Technology
Philippines
jmlaguador@astean.biscast.edu.ph
John Rey SR Soverano ORCID
Bicol State College of Applied Sciences and Technology
Philippines
Share

  • Purpose of the study: This study aims to assess the professional development needs and research capability gaps of public elementary school teachers as a basis for developing targeted, evidence-informed interventions.

    Methodology: Quantitative research method was utilized in the study with 62 teacher-respondents using cross-sectional survey questionnaire to gather data in terms of profile and development needs in research within three weeks. Data were analyzed using descriptive and inferential statistics.

    Main Findings: The results revealed that teachers experience moderate to high research difficulty but are willing to engage in research capability training. They demonstrated a very high level of development needs in research across the six identified phases of the research program particularly the married teachers in conceptualization, production, and publication. Age, sex, and educational attainment do not significantly influence development needs, and research difficulty does not affect these needs, highlighting the necessity for targeted professional development.

    Novelty/Originality of this study: This study is novel in identifying elementary teachers’ specific research capability needs and using these insights to design a structured and contextualized training with mentoring support. By targeting skill gaps across all research phases, the program enhances teachers’ professional competence, contributes to human capital development, and strengthens a sustainable culture of research in the educational community.

  • How to cite

    [1]
    J. M. Laguador and J. R. S. Soverano, “Research Capability and Professional Development Needs of Public School Teachers in Action Research: A Profile-Based Analysis”, Ind. Jou. Edu. Rsc, vol. 7, no. 2, pp. 104–117, Apr. 2026, doi: 10.37251/ijoer.v7i2.2774.

    More Citation Formats

  • 144
    Abstract views
    126
    Downloads

    Metrics — Badges

    1. Second Congressional Commission on Education (EDCOM 2). Turning Point: A Decade of Neces. Ref. [Final report]. 2024.
    2. I. I. Llenares and C. C. Deocaris, “Measuring the Impact of an Academe Community Extension Program in the Philippines,” Mal. J. of Learn. & Inst., vol. 15, no. 1, pp. 35-55, 2018, doi:10.32890/mjli2018.15.1.2 DOI: https://doi.org/10.32890/mjli2018.15.1.2
    3. O. J. Adelakun, “Human capital development and economic growth in Nigeria,” Euro. J. of Bus. & Man., vol. 3, no. 9, pp. 29-38, 2011.
    4. M. K. Nyatsikor, E. M. Sosu, P. Mtika, and D. Robson, ‘Teacher characteristics and children’s educational attainment in Ghana: do some teacher characteristics matter more for children attending disadvantaged schools?,” In Fron. in Educ., Frontiers Media SA. vol. 5, p. 162, Sept. 2020, doi: 10.3389/feduc.2020.00162 DOI: https://doi.org/10.3389/feduc.2020.00162
    5. I. Fauzi, and A. N. Johan, “Reviewing Teacher Effectiveness in Improving Student Learning,” EBONY: J. of Eng. Lang. Teach., Ling., & Lit., vol. 4. No. 1, pp. 39-49, 2024, doi:10.37304/ebony.v4i1.12295 DOI: https://doi.org/10.37304/ebony.v4i1.12295
    6. R. Bernhard, T. McDermott, C. Hasenhüttl, K. Burn, and P. Sammons, “A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools,” Sch. Eff. & Sch. Improv., vol. 35, no. 4, pp. 506-530, 2024, doi: 10.1080/09243453.2024.2398601 DOI: https://doi.org/10.1080/09243453.2024.2398601
    7. M. A. Engida, A. S. Iyasu, and Y. M. Fentie, Impact of teaching quality on student achievement: student evidence. In Fron. in Educ., Frontiers Media SA. vol. 9, pp. 1-10, Jul. 2024, doi: 10.3389/feduc.2024.1367317 DOI: https://doi.org/10.3389/feduc.2024.1367317
    8. A. V. Gwanko, “Enhancing paddy productivity through improving the irrigation scheme at Serengeti village in Bunda district”, Doctoral dissertation, The Open University of Tanzania, 2015.
    9. E. J. Kebwe, “Establishment of Beekeeping Project for Poverty Reduction to Youth HISA Group in Nduli Village-Iringa Municipal,” Doctoral dissertation, The Open University of Tanzania, 2017.
    10. Y. Suarez-Balcazar, “Community Needs Assessment: Bringing Real Voices to the Health Care System,” In: Calhoun, E., Esparza, A. (eds) Patient Navigation. Springer, New York, NY, 2018, doi: 10.1007/978-1-4939-6979-1_1 DOI: https://doi.org/10.1007/978-1-4939-6979-1_1
    11. R. C. Garcia, “Integrating Community Services and Research: A Livelihood Needs Assessment at the Countryside of the Philippines,” J. of Educ. & Prac., vol. 8 no. 3, pp. 113-119, 2016.
    12. M. P. Amparado and G. E. Colonia, “Community Needs Assessment of Village Opao, Mandaue City, Cebu, Philippines,” Ceb. J. of Teach. Educ., vol. 1, no. 1, pp. 83-100, Jun. 2020, doi: 10.31219/osf.io/8crf5 DOI: https://doi.org/10.31219/osf.io/8crf5
    13. A. P. Esteban, “Assessing the impact of community extension program in a Philippines state university: A comprehensive framework and analysis,” Edel. Appl. Sci. & Tech., vol. 9, no. 2, pp. 1659-1675, 2025, doi: 10.55214/25768484.v9i2.4853 DOI: https://doi.org/10.55214/25768484.v9i2.4853
    14. T. Murad, N. Assadi, M. Zoabi, S. Hamza, and M. Ibdah, “The contribution of professional learning community of pedagogical instructors, training teachers and teaching students within a clinical model for teacher education to their professional development,” Euro. J. of Educ. Res., vol. 11, no. 2, pp. 1009-1022, 2022, doi: 10.12973/eu-jer.11.2.1009 DOI: https://doi.org/10.12973/eu-jer.11.2.1009
    15. J. M. C. Chin, G. S. Ching, F. del Castillo, T. H. Wen, Y. C. Huang, C. D. del Castillo, and S. M. Trajera, “Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19,” Sustainability, vol. 14, no. 1, p. 470, 2022, doi: 10.3390/su14010470 DOI: https://doi.org/10.3390/su14010470
    16. E. C. Jardinico III, A. M. T. Bacaron, J. D. Singson, J. H. Grande, J. G. D. Mijares, and M. B. Capanas, “Surviving on a Shoestring: An In-depth Look into the Financial Realities of Public Junior High School Teachers,” Asian J. of Educ. & Soc. Stud., vol. 50, no. 8, pp. 117-129, 2024, doi: 10.9734/ajess/2024/v50i81511 DOI: https://doi.org/10.9734/ajess/2024/v50i81511
    17. A. Camral, and G. Sumayo, “Continuing Professional Development Engagement and Pedagogical Competence of Public Elementary School Teachers,” Int. J. of Multi. Stud. in Hig. Educ., vol. 2, no. 1, pp. 77-104, 2022, doi: 10.70847/592788 DOI: https://doi.org/10.70847/592788
    18. D. J. Tindowen, J. Guzman, and D. Macanang, “Teachers’ conception and difficulties in doing action research,” Uni. J. of Educ. Res., vol. 7, no. 8, pp. 1787-1794, 2019, doi: 10.13189/ujer.2019.070817 DOI: https://doi.org/10.13189/ujer.2019.070817
    19. D. G. Caabas, F. Diaz, A. L. Luna, J. Borris, J. Borris, J. A. G. Dadule, D.K. Saac, T. Dangkulos, and R. I. Bitangcol, “Self-efficacy, productivity, and challenges in conducting action research among public school teachers,” Education Digest, vol. 19, no. 1, pp. 16-24, 2024.
    20. S. T. Cortes, and M. S. Reyes Jr, “Challenges in conducting action research: Experiences from Biology teachers of a Province in Mindanao, Philippines,” J. Pend. Prog., vol. 11, no. 2, pp. 151-164, 2021, doi: 10.23960/jpp.v11.i2.202102 DOI: https://doi.org/10.23960/jpp.v11.i2.202102
    21. I. B. Paymalan, and E. J. B. Erno, “Status, challenges and directions of research involvement of teachers: A baseline study for research and development intervention program in Dinagat Division,” J. of Educ. Res., vol. 5, no. 4, pp. 14-35, 2020. DOI: https://doi.org/10.53555/er.v5i4.3109
    22. V. Tingabngab and B. Binayao, “Challenges faced by the public elementary school teachers in conducting action research,” Teach. Educ. & Curr. Stud., vol. 8, no. 1, pp. 14-22, 2023, doi: 10.11648/j.tecs.20230801.13 DOI: https://doi.org/10.11648/j.tecs.20230801.13
    23. J. Oestar, and C. Marzo, “Teachers as researchers: Skills and challenges in action research making,” Int. J. of Thee. & Appl. in Elem. & Sec. Sch. Educ., vol. 4, no. 2, pp. 95-104, 2022, doi: 10.31098/ijtaese.v4i2.1020 DOI: https://doi.org/10.31098/ijtaese.v4i2.1020
    24. D. E. Susilo, “The Effects of Corporate Social Responsibility to the Corporate Value,”. Arthatama: J. of Bus. Man. & Acc., vol. 2, no. 2, pp. 85–96, 2018.
    25. G. L. Gullan, T. J. Power and S. S. Leff, “The Role of Empowerment in a School Based Community Service Program with Inner City, Minority Youth,” J. Adolesc. Res., vol. 28, no. 6, pp. 664–689, Nov. 2013, doi: 10.1177/0743558413477200. DOI: https://doi.org/10.1177/0743558413477200
    26. P. P. Bonus, “Refining the Research Capability of Master Teachers: It’s Challenges and Courses of Action,” Int. J. of Inn. Sci. & Res. Tech., vol. 9, no. 8, Aug. 2024, doi: 10.38124/ijisrt/IJISRT24AUG258 DOI: https://doi.org/10.38124/ijisrt/IJISRT24AUG258
    27. M. Matjašič, and J. Vogrinc, “Research competence of pre-service teachers: a systematic literature review,” Euro. J. of Educ. Res., vol. 13, no. 2, pp. 877-894, 2024, doi: 10.12973/eu-jer.13.2.877 DOI: https://doi.org/10.12973/eu-jer.13.2.877
    28. J. M. Saro, and J. D. Taray, “Teachers as Researchers: Practices, Perspectives, Problems, and a Plan of Action (4Ps) for Public School Teachers in Writing Action Research,” Amer. J. of Int. Res. & Inn., vol. 3, no. 3, 2024, doi: 10.54536/ajiri.v3i3.3344 DOI: https://doi.org/10.54536/ajiri.v3i3.3344
    29. J. M. D. Aquino, I. P. Palad, and A. P. Simbre, “Filipino teachers’ aspiration on their personal and professional development,” Asia-Pac. J. of Hum. Dev. & Fam. Stud., vol. 1, no. 1, pp. 101-114.
    30. J.M. Laguador and JRS. Soverano, “Elementary School Teachers’ Attitude Towards Research as Basis for a Proposed Enhancement Plan,” Int. J. of Soc. Sci. Res. & Rev., vol. 5, no. 12, pp. 642-651, 2022, doi: 10.47814/ijssrr.v5i12.833
    31. J.E. Flores, “Unveiling Factors Influencing Research Hesitancy and Limited Research Engagement among Filipino Beginning Teachers”. New Tr. in Qual. Res., vol. 20, no. 4, pp. 1-16. 2024, doi: 10.36367/ntqr.20.4.2024.e1048 DOI: https://doi.org/10.36367/ntqr.20.4.2024.e1048
    32. J.Y. Abella, E.A. Cadorna, J.G. Taban, and L.V. Ramirez, ”An assessment of Filipino public school teachers’ research competence: A basis for an enhancement professional development programme”, Int. J. of Lear, Tea. & Educ. Res, vol. 23, no. 12, pp. 1-14, 2024, doi: 10.26803/ijlter.23.12.14 DOI: https://doi.org/10.26803/ijlter.23.12.14
    33. J. W. Creswell, and J. D. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications, 2017.
    34. A. Oancea, N. Fancourt, J. Robson, I. Thompson, A. Childs and N. Nuseibeh, “Research capacity-building in teacher education,” Oxford Review of Education, vol. 47, no. 1, pp. 98-119, 2021, doi: 10.1080/03054985.2020.1842184 DOI: https://doi.org/10.1080/03054985.2020.1842184
    35. M. Caigncoy, “Research Capability of Teachers: Its Correlates, Determinants and Implications for Continuing Professional Development,” J. of Wor. Engl. & Educ. Prac., vol. 2, no. 5, pp. 1-11, 2020, doi: 10.32996/jweep.2020.2.5.1 DOI: https://doi.org/10.32996/jweep.2020.2.5.1
    36. L. Williams, M. Kabamalan, and N. Ogena, “Cohabitation in the Philippines: Attitudes and behaviors among young women and men,” J. of Marr. & Fam., vol. 69, no. 5, pp. 1244-1256, 2007, doi: 10.1111/j.1741-3737.2007.00444.x DOI: https://doi.org/10.1111/j.1741-3737.2007.00444.x
    37. L. M. Desimone, “Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures,” Educ. Res., vol. 38, no. 3, pp. 181-199, 2009, doi: 10.3102/0013189X08331140 DOI: https://doi.org/10.3102/0013189X08331140
    38. J. de la Torre-López, A. Ramírez, and J. R. Romero, “Artificial intelligence to automate the systematic review of scientific literature,” Computing, vol. 105, no. 10, pp. 2171-2194, 2023. DOI: https://doi.org/10.1007/s00607-023-01181-x
    39. F. Bolanos, A. Salatino, F. Osborne, and E. Motta, “Artificial intelligence for literature reviews: Opportunities and challenges,” Art. Intel. Rev., vol. 57, no. 10, p. 259, 2024. DOI: https://doi.org/10.1007/s10462-024-10902-3
    40. J. C. Gregorio, “Social studies teachers’ perception in the use of educational websites in online teaching in the Philippines: A systematic literature review,” Int. J. of Multi. Res. & Anal., vol. 5, no. 2, 2022, doi: 10.47191/ijmra/v5-i2-30 DOI: https://doi.org/10.47191/ijmra/v5-i2-30
    41. L. A. N. Gatdula, A. C. Gomez, D. W. Rosales and S. J. O. Sunga, “Challenges encountered in teaching and learning literature: Perspectives from higher education students and faculty members,” Wor. Wide J. of Multidisc. Res. & Dev., vol. 8, no. 01, pp. 17-22, 2022, doi: 10.17605/OSF.IO/23JWK
    42. I. J. R. Geverola, R. C. Mutya, L. M. Bañados-Siason and A. M. Bonotan, “Challenges and struggles of public senior high school science teachers during the new normal,” J. of Res., Pol. & Prac. of Teach. & Teach. Educ,, vol. 12, no. 1, pp. 49-68, 2022, doi: 10.37134/jrpptte.vol12.1.4.2022 DOI: https://doi.org/10.37134/jrpptte.vol12.1.4.2022
    43. L. Adao, C. C. Relleve, J. Salazar, K. F. Macawile and M. Chavez, “Teachers’ challenges, capabilities, and needs in teaching learners with reading difficulties,” J. of Sci. & Educ., vol. 3, no. 3, pp. 221-231, 2023, doi: 10.56003/jse.v3i3.173 DOI: https://doi.org/10.56003/jse.v3i3.173
    44. T. R. Naldo and R. M. Ubayubay, “Cultivating action research culture among teachers,” Int. J. of Multidisc. Res. & Anal., vol. 7, no. 07, 2024, doi: 10.47191/ijmra/v7-i07-15 DOI: https://doi.org/10.47191/ijmra/v7-i07-15
    45. J. L. Torres, “Uncovering Teachers’ Challenges in Teaching Qualitative Research: Basis for Innovation and Training,”. J. of Interdisc. Persp., vol. 2, no. 6, 2024, doi: 10.5281/zenodo.11100287 DOI: https://doi.org/10.69569/jip.2024.0093
    46. R. D. Saboya, “Teachers’ anxiety and challenges in writing action research in basic education: Input for an enhancement training program,” Azal Arts & Hum., vol. 1, no. 2, 1–22, 2024, doi: 10.55687/aah.v1i2.86 DOI: https://doi.org/10.55687/aah.v1i2.86
    47. M. P. Juacalla and V. A. Estalilla Jr., “Teachers’ perspectives, readiness, and needs on action research: An extension service needs assessment,” Euro. J. of Sci. Inno. & Tech., vol. 3, no. 2, pp. 75-85. 2023.
    48. N. A. P. Villalino and E. G. Cagasan, “Conditions Surrounding Publication Performance of Faculty Members of Two Selected Higher Education Institutions In Eastern Visayas, Philippines,” Ann. of Trop. Res., vol. 34, no. 2, pp. 75–94, 2012, doi: 10.32945/atr3425.2012 DOI: https://doi.org/10.32945/atr3425.2012
    49. M. P. E. Morales, E. L. R. Abulon, P. R. Soriano, A. P. David, M. V. C. Hermosisima and M. G. Gerundio, “Examining teachers' conception of and needs on action research,” Iss. in Educ. Res, vol. 26, no. 3, pp. 464-489, 2016, doi: 10.1080/13674589700200009 DOI: https://doi.org/10.1080/13674589700200009
    50. J. Liu, K. Wang, and Z. Pan, “The effectiveness of professional development in the self-efficacy of in-service teachers in STEM education: A meta-analysis,” Beh. Sci., vol. 15, no. 10, pp. 1-24, 2025, doi: 10.3390/bs15101364 DOI: https://doi.org/10.3390/bs15101364
    51. X. Zhou, L. Shu, Z. Xu, and Y. Padrón, “The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies,” Int. J. of STEM Educ., vol. 10, no. 37, pp. 1-20 2023, doi: 10.1186/s40594-023-00422-x DOI: https://doi.org/10.1186/s40594-023-00422-x
    52. W. Thongpuban, C. Thongphukdee, and J. Prongprommarat, “Needs for the Development of Competency-Based Instruction of Small-Sized Secondary Schools' Teachers under the Office of Nakhon Ratchasima Secondary Education,” J. of Educ. and Learn., vol. 14, no. 3, 315-327, 2025, doi: 10.5539/jel.v14n3p315 DOI: https://doi.org/10.5539/jel.v14n3p315