Republic of the Philippines

Commission on Higher Education

Region VIII
NORTHWEST SAMAR STATE UNIVERSITY
College of Education – Graduate Program
Calbayog, City

Literature Review

Introduction

Research is a very important tool in national and global progress. Its value cannot be
underestimated for it is directed towards the preservation and improvement of quality of life (Calderon and
Gonzales, 1993).
The 1987 Philippine Constitution declares the policy of the State to “establish, maintain and
support a complete, adequate, and integrated system of education relevant to the needs of the people, the
country and society-at-large.” A strong basic education is the key to this State policy. Teachers, then, play
an integral role in ensuring that this policy is carried out. Cognizant of this, the government institutionalized
mechanisms in order to “promote and improve the social and economic status of public school teachers,
their living and working conditions, their terms of employment and career prospects in order that they may
compare favorably with existing opportunities in other walks of life, attract and retain in the teaching
profession more people with the proper qualifications” (Magna Carta for Public School Teachers).

The Department of Education as an agency of the government should take part in addressing
problems particularly the teaching-learning process. In other words, the teachers should conduct research
relative to the solutions of the problems in their classrooms which will in turn improve the educational
system of the country. Although there is no specific mandate coming from the higher authorities of the
Department of Education requiring teachers to conduct research, conduct of research should be promoted
by the middle level educational managers in order make realistic decisions. To corroborate this concept,
the DepEd issued DO No. 65, s. 2003 which institutionalizes the research-based decision and policy
making in the department. This order stipulates that policies in the department should be based on
research.
During recent decades, the construct self-efficacy has been receiving growing attention in
educational research. In summary, research self-efficacy refers to one’s capabilities to execute particular
tasks in research domain. Research self-efficacy has been found to predict students‟ interest in conducting
research and is related to research productivity among students (Kahn, 2001). The accurate assessment of
research self-efficacy may help identify a given self-identified strengths and weaknesses with respect to
research, thereby facilitating research training and guidance. Research has shown that low research self-
efficacy can interfere with research training and their willingness to conduct research (Love et al. 2007).
Research has also shown that high research self-efficacy is an important factor related to successfully
conducting research and pursuing research beyond graduate study (Forester et al. 2004).

The purpose of this study is to determine the current teaching skill, research capability and
productivity skills of senior high school teachers teaching research subjects. This study is considered to be
important in terms of assessing vital conditions that is happening in the school, precluding deficiencies and
creating certain qualification vis-à-vis to certain competencies of senior high school teachers.
The result of this study will be of great help to the Department of Education for it will try to suggest
or at least develop a professional development intended not only for senior high school research teachers
but as well as tin administering the school in relation to teaching research subject which will provide them
new and better concept about research and teaching skills and how will they be able to apply it in the
course of doing their duties and functions.

Main Body

Teaching Skills

Teaching skills have emerged from the prevailing environment in the society in general and the
availability of administrative, technical, and physical circumstances and conditions in the school which
encourage creativity and the nature of the school’s curriculum (Fattah Al-Assaf* and Awanleh, 2013). They
added that creative teachers understand the nature of creativity in light of their abilities and the abilities of
their students at the same time which is a major contributing factor to the choice of teaching materials,
method of submission, and configuration of appropriate teaching-learning situations.
Ibrahim (2005) and Jerwan (2002) identified teaching skills as Planning and Preparing the Lesson,
analysing the content of topics, teaching and learning, using educational materials in the teaching process,
formulating and asking classroom questions, using blackboard in teaching, preparation of classroom tests,
and organizing and managing classrooms. These set of teaching skills have been concretized by the idea
of Saphier and Gower (1987) saw teaching skills as a set of performances that should be available in the
teacher in order to be able to implement the teaching process successfully and effectively. The planning
skills of teaching include formulating the behavioral objectives of the lesson, determining the introduction to
the lesson, identifying the range of references for the lesson, formulating the elements of the lesson,
identifying the educational tools that will be used during the implementation of the lesson, and preparing
questions to evaluate it. These skills become evident in the preparation of an effective plan for the lesson,
along with the skills of lesson implementation, classroom behavior management, and verbal and non-verbal
interaction in classroom.
Patrick (2000) aimed to identify the impact that training programs for teachers of science in Britain
in the field of creative teaching had on the creative thinking abilities of students and their attitudes. The
study sample consisted of 20 teachers, and the results showed that creative skills were displayed by the
teachers and that led to the improvement of the capacity for creative thinking among students that directly
correlated with the training programs for teachers.
Pratte (2001) found out about the impact of teachers on the academic excellence and
achievements of students. A questionnaire tool consisting of 20 exercises was used. The study sample was
from a group of students from the faculties of Engineering and Science from the original study of the
population at Ohio University in the United States of America. The results showed that the creativity of
teachers affected the level of academic achievement of students by 70%, worked to overcome the
theoretical routine side of school material, influenced students by 50% with their charisma and practiced
creative teaching skills which led students to respond and cooperate with the teacher to reach a higher
level of excellence and creativity.
Cheong (2003) measured the impact of teachers’ skills and creativity on the level of student
achievement and scientific excellence with a questionnaire consisting of 17 exercises. The study sample
consisted of 62 elementary schools, 58 directors of elementary schools, 10,476 teachers with a length of
service between two and 23 years, and 71,969 students from the sixth grade of the study population. The
study concluded that the creativity of teachers were significantly associated with students’ educational
attainment and affected the building of students’ concepts and ability to control actions inside or outside the
school and their psychological status. The teachers’ creativity positively affected students and led them to
imitate their creative teachers.
Mills (2003) conducted a study designed to explore and identify the characteristics of outstanding
teachers for talented students in the United States. Sixty-three teachers and 1,247 students of high-
capacity participated and the results showed that teachers with advanced degrees were highly experienced
practitioners, most of whom didn’t have official licenses or certificates in gifted education.
Rasras (2006) in his study argued that the creative skills of Islamic teachers in Jordan were related
to students’ attainment. The sample of the study consisted of 40 teachers, and the results showed that the
teachers’ creative skills were at an average level, with no statistical difference because of the variables of
qualification, gender, or teaching experience.
Al Najjar’s (2012) study aimed to know how teachers of scientific material have creative teaching
skills and the relation with academic attainments in college. The sample of the study consisted of 22
teachers of scientific material from the Teachers College in Qanfatha, Saudi Arabia. Cards were used as a
method of study, and the study showed that all of the teachers didn’t have creative teaching skills but
practiced traditional teaching.
This study benefited from the former studies in the selection of the methodology and tools of study, the
variables of the study, and the suitable statistical treatment in addition to strengthening the results of the
current study with the results of past studies.

Research Capability and Productivity

Malari and Santiago (2013) defined research competency as needed skills and experience to do
research. Such skills could have been developed or enhanced through schooling, seminars and similar
activities attended. Experiences in the conduct of research also contribute to enhancing research
competencies. In academic institutions in developing countries they face the need to strengthen research
competencies and outputs, as the next frontier, after the improved educational delivery.

Roane, et al. (2009) suggested in their study that to ensure the research competency of Psychiatric
Residence Training, research competency and the development of research projects is required for all
residents. Malari and Santiago (2013) found out that the accountancy faculty has an average knowledge
and capable and ready to use it but lack of speed and flexibility of the proficient researcher. In a follow up
interview they make, it revealed that most of the time, faculty discusses possible areas for research but
only very few are fully conceptualized.

According to Lores (2004), Samraj (2005) Gillaerts and Van de Velde (2010), abstracts are
indispensible tool for researches in the selection of papers which may be relevant to the research projects.
Noguera (2012) concluded that prospective teachers and professionals should be aware of the fact that
writing an abstract is not something to disregarded as a minor genre. This is partly the journal editors’ job to
make their prospective authors see this in its proper prospective.

According to Laya, as cited by Salmingo (2011) the indicators for institutional excellence are
competent faculty, good student body, adequate facilities and an atmosphere of intellectual curiosity as
manifested in the quantity and quality of research output of the institution. Alim and Diokolano (2011)
revealed that research objectives, goals, agenda, network and linkages influence research output
dissemination and utilization. Research experience, training, financial and technical support from the
management also influence the research output and dissemination. Similarly, Kendagor, et. al. (2012)
found that funding influences in carrying out of research. The funds that granted by the university and
government are adequate for the research activities. Bay and Clerigo (2013) cited that self-motivation, and
skills are the fundamental drivers that encourage faculty to do research. If there are no fundamental drivers
despite institutional effort of providing other supportive factors, the University’s endeavor will be fruitless.

In a study conducted by Formaleza and Patena (2013) entitled “ Research Capability of the
Maritime Faculty Members and Senior Students in Lyceum International Maritime Academy” they found out
that the faculty are competent in grammar, sentence construction and communication skills while students
are moderately competent in the stated areas. Among the major parts of the research paper, both the
faculty and students need more improvement on the methods particularly in the construction of
questionnaires, developing research designs and in determining statistical tools and treatment. This also
has relation o the fidings of the study conducted by Abaro and Marino ((2016) when they find out that the
public secondary and elementary school teachers are moderately capable in writing a research proposal
and publishable research paper or article.

Bueno (2019) in his study “ Research Skills and Attitudes of Master Teachers in a Division towards
Capability Training” find out that master teachers should acquire higher or advance skills searching and
evaluating information as well as designing appropriate method, developing instruments, choosing
appropriate statistical tools and preparing manuscript for publication. The MTs should improve their
research attitudes related to classroom or school-based action research, applicability or usefulness of
research findings to real life context, and reporting and publication of outputs. Gomez and Panaligan (2013)
in their study ” Level of Research Competencies and Satisfaction of the Faculty Members from the College
of Criminology” added that respondents need support in the research organization and research format as
part of developing the technical aspect. The respondents need more training on formulating
theoretical/conceptual paradigm, developing research design, constructing questionnaire and selecting
statistical tool or treatment.

Gap
The related literatures provided us information that there is really a need to strengthen the teaching
skills and research capabilities of teachers. Though several studies have been conducted to determine the
teaching skills, research capabilities and competencies of teachers yet there are still some areas that need
to explore with regards to its applicability. One of these is to know the teaching skills and research
capabilities of senior high school teachers who are teaching research subjects. Another important aspect is
that, determining the teaching skills of senior high school teachers will be a great factor to know how
competent they are in teaching research subject. In knowing all this, it will lead to creating an intervention
program on how their research capabilities and teaching skills will be enhanced.
Another gap that is being seen given those literatures is that the study has been conducted among
teachers of working in tertiary, elementary, and secondary education but there were no studies mentioned
that it has been conducted among senior high school teachers and this is an area that is worthy for an
inquiry. Results of those studies showed that there is really a need to enhanced the teaching skills and
research capabilities of tertiary, secondary, and elementary teachers much more that of the senior high
school teachers given that most of them are not education graduates.
References

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