BUASAG GL Final Research Proposal

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TEACHERS’ CAPABILITIES AND INTERESTS IN RESEARCH WRITING: 1
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BASIS FOR RESEARCH DEVELOPMENT PLAN ge |
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A Thesis Proposal Presented to the Faculty of
Graduate School of Meycauayan College
City of Meycauayan
In Partial Fulfillment of the Requirements for the Degree of
Master of Arts in Administration and Supervision
GLENDIE LEE PELAYO-BUASAG
2022
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Table of Contents e
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Chapter 1 The Problem and its Background .............................................................. 1 1P a
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Introduction ............................................................................................................... 1
Review of Related Literature ..................................................................................... 4
Theoretical Framework ............................................................................................ 20
Conceptual Framework ............................................................................................ 23
Statement of the Problem ......................................................................................... 25
Hypothesis of the Study ........................................................................................... 26
Significance of the Study ......................................................................................... 26
Scope and Delimitation ............................................................................................ 27
Definition of Terms ................................................................................................. 28
Chapter 2 Methods and Procedures ......................................................................... 29
Research Methods ................................................................................................... 29
Respondents and Setting of the Study ...................................................................... 29
Instrumentation and Validation ................................................................................ 30
Data Gathering Procedure ........................................................................................ 30
Statistical Treatment ................................................................................................ 32

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References ............................................................................................................... 33 e
Questionnaire .......................................................................................................... 36 1155

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Chapter 1 1
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THE PROBLEM AND ITS BACKGROUND 11
Introduction
The lives of the people, the economies, and the progress of all nations around
the world have benefited immensely from research. Because of the people who
devoted their lives to learning about many things, we can experience and enjoy a
variety of things in our environment today such as technological innovation,
agriculture, the energy industry, telecommunication, food, fashion, music, and
wellness among others.
Avilla (2016) describes research as the process of seeking information and
conducting a thorough investigation in order to uncover and share new knowledge
about a subject. A systematic investigation is created with the goal of gathering,
analyzing, and interpreting data in order to comprehend, describe, or anticipate a
phenomenon.
For progress to be meaningful, research is essential. Different sorts of research
may be conducted depending on the demands currently in place and the anticipated
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results, and when the research is rigorously and thoroughly conducted, it will produce e
results with more accuracy and reliability. 1155

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Research in the field of education is highly valued because it enables ge |
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significant improvements in curriculum development and reform, teaching students
who have learning challenges, understanding individual differences and preferences,
and tailoring teaching strategies to meet the needs of different students.
Ulla (2018) expressed the benefits of research. One advantage of research is
that it provides teachers and other educators with the tools they need to identify issues
in their institutions and come up with logical remedies. The second benefit is that it
gives teachers a chance to assess their own teaching methods. Three, it enables them
to adjust their educational procedures in a way that will enhance both teaching and
learning. Finally, it is a fantastic method for enhancing teachers' lifelong learning and
ongoing professional growth.
Additionally, Vecaldo et al (2019) stated that in the context of teacher
education, the need to step up research efforts is unavoidable, underscoring its
expected role in theorizing concepts, re-examining processes, creating new things,
and enhancing methods to influence educational progress. And research has been a
useful strategy for identifying crucial elements that demand significant intervention
and improvement for teachers' holistic development.

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In relation, the Department of Education is required by Republic Act No. e
9155, also known as the Governance of Basic Education Act, to establish and create 1155
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programs, systems, and guidelines that can raise the standard of basic education. 1P a
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According to Chapter 1, Section 7 (5), one of the DepEd's duties is to conduct
"educational research and studies" in its administration as a foundation for crucial
policy creation and enhancements.
However, four years after the Basic Education Research Fund (BERF)
implementation under D.O. No. 24 series 2010 which is to provide funding for the
execution of educational research and studies, only twelve researches had been
completed and approved, in spite of the call and initiative to conduct and promote the
culture of research for the improvement of access and quality to education and its
governance, as well as the allocated budget for such policy. This results in the
rewriting of the instructions and the publication of a new order, the D.O. 43 s. 2015
which demonstrated that the department's lack of methods to guide education research
was the cause of the BERFs low turnout.
With this, Ulla et al, (2017 ) point out that teachers only undertake a limited
amount of writing research due to their busy schedules and large teaching loads. This
is because they face numerous constraints that limit their enthusiasm for engaging in
research writing projects.

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Furthermore, a research summit was hosted by the Palawan Schools Division e
and attracted 295 researchers as mentioned in DM No. 234 s. 2022. However, only 1155
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four researchers from the Coron School of Fisheries submitted 2 research papers at 1P a
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the most recent summit which represents 3.48 percent of the 116 teaching personnel 41
of the school for the academic year 2021–2022. This would suggest that the school's
research culture is still being established.
Hence, it is crucial to take into account the teachers' writing capabilities and
interests to ascertain why so few studies have been published despite the DepEd's
support in doing research. And to address the study's findings, a school research
development plan for future research should also be created.
Review of Related Literature
In order to clarify the research concept, this section discusses the various
survey materials addressing teachers' research capacity. These papers were
thoroughly reviewed in order to gather relevant and reliable evidence to support the
current study. In addition, the research capabilities and teaching interests are outlined
and expanded upon. The need to comprehend teachers' research capacities is a
recurring theme in local studies.

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Teachers Profile and Research Capabilities 5
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The ability to conduct research is a serious and diligent pursuit of knowledge ge |
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that should be encouraged because the outcomes are far-reaching. It advances
knowledge by discovering and producing new concepts, practices, and understanding.
The research Perez et al (2022) suggested that the majority of respondents in
research are young, recent hires, and the majority of respondents have a bachelor's
degree as their highest level of education, and young faculty members have a good
foundation to develop research skills through training and programs because of their
make-up, which enables them to participate actively in all research projects and their
enthusiasm for learning new things. The respondent's level of education also has an
impact on their ability to research since this predictor interacts with their knowledge
and behavior, demonstrating that their level of education has a major impact on how
they plan to carry out their role as research teachers. The respondents are capable of
conducting research because they are aware of practically all research methodologies
and the contexts in which the respondents were engaged in the research. However, by
looking at the number of research papers, it is necessary to increase research output.
Although they have the information and abilities to conduct research, this does not
guarantee that they will be able to finish the project because other factors may interact
with it, with behavior playing a significant role in this interaction. The ability to see
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difficult paths, like research initiatives, as opportunities to advance professionally and e
produce academic work based on research, can help broaden the understanding lens. 1155
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Besides this, practicing and applying what is learned has a much greater impact on 1P a
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the development of skills and behavior. The more teachers apply what they learn, the 61
more they can develop research skills and capacity, as well as cultivate a positive
attitude toward the research process.
Salde and Mamaoag (2021) study revealed that senior high school teachers in
the Bayugan City Division are considered beginning teachers in terms of teaching
research subjects, in addition to carrying a heavy teaching load. An individual can
become a competent teacher after four to seven years of experience. And all the
while, the findings of the study revealed that one of the obstacles to conducting
research in their respective schools was a heavy teaching load. The majority of
teachers who handled Practical Research subjects were scientists. The majority of the
teachers had a good educational background. Teachers with doctorates are expected
to be more research-skilled and productive than those with only master's degrees,
according to reports. Continuing professional development through higher education
among educators strengthens their practice throughout their careers as they learn to
design and deliver effective research-based teaching. Respondents had moderate
research capability, mostly conducted basic research, and mostly served as research
advisers in terms of research productivity. The majority of the research was done on
my own dime and was frequently unpublished. The majority of the schools have
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limited research resources. In line with the conclusions of the study, various e
infrastructure constraints prevented teachers from applying knowledge and 1155

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technology to their instructional practice. Finally, results for in-service training 1P a
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revealed that SHS teachers have moderate research capability, but 25% of 71
respondents had not attended research-related in-service training. They pointed out
that teachers were confident in teaching the competencies of proposal packaging,
hypothesis writing, literature review, sampling, and writing because they perceived
themselves to have high research capability; meanwhile, their test scores
demonstrated high research capability as well. According to the evidence, most
teachers are comfortable seeking general information and consider the process to be
difficult. However, most teachers lacked confidence in evaluating research findings.
In the meantime, respondents who took a standardized test demonstrated moderate
research capability in problem formulation, instrument design, data collection, and
interpretation. As these are the competencies that the respondents demonstrated a
moderate level of research capability, emphasis should be placed on improving
research capability in terms of problem formulation, designing instrumentation, data
collection, and interpretation. In terms of data analysis, they cited statistical content
knowledge as the greatest threat to teachers' perceptions of their competence.
Teachers with more statistical knowledge and experience can give students more
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control over investigation planning and assist them in making critical methodological e
decisions such as the use of populations or sample sizes, as well as the validity and 1155
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reliability of data collection and analysis. Teachers, in general, have strong research 1P a
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skills based on their own experiences. In terms of problem formulation, hypothesis 81
writing, literature review, sampling, data gathering, and writing, a significant
relationship between the teachers' research capability based on self-assessment and
standardized tests existed. The self-evaluation of the respondents is directly related to
their standardized test scores. Furthermore, respondents' research capability based on
self-assessment in terms of literature review, sampling, data collection, and writing
has a strong relationship with their research capability based on a standardized
examination. Meanwhile, there is a moderate relationship between the respondent's
research capability based on self-assessment and standardized tests in terms of
problem formulation and hypothesis writing.SHS teachers are still in their early
stages of teaching research subjects. The specialization of teachers provides context
for the type of research to be conducted in their educational practice. Higher
education tends to encourage teachers to participate. More so in terms of research
activities, relevant in-service training and research conferences are avenues for
improving teachers' research capabilities and fostering research productivity among
secondary school teachers. Teachers will become more competent as they gain more
experience teaching Practical Research subjects and attend more in-service research
training. When presented with opportunities, funding, and research facilities. SHS
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teachers could go far in the field of research-based education if they receive funding e
and other support for research-related activities. 1155

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Agatep and Villalobos (2020) research the level of research capabilities as ge |
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perceived by graduate school student respondents in writing research proposals.
Based on the data, graduate school students are moderately capable of writing
research proposals. They are, however, less capable of conceptualizing a problem and
utilizing the APA format. The findings of the interviews revealed that they have
difficulty conceptualizing research problems with various variables that correspond to
the study title, as well as applying the American Psychological Associations (APA)
format in general manuscript and bibliographical citations. Also, In terms of
keywords and abstract writing, the research capabilities in writing a publishable
research paper received the highest mean rating of "Capable" and "Moderately
Capable," respectively. The computed overall weighted mean of the graduate school
student respondents' perceived level of research capabilities in writing a publishable
research paper was interpreted as "Moderately Capable." It emphasizes the
importance of students learning how to interpret statistical data in terms of outcomes
and discussion. Furthermore, the findings confirm that students had difficulty
applying the APA format when writing proposals and converting research into
publishable papers. Interactions with students revealed that the varying requirements
and prescribed format of different journals for publication create confusion in line
with the general concept of APA format. In the meantime, it appears critical that
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graduate school students believe in the power of research to disrupt their profession's e
practice. Pursuing this path, on the other hand, necessitates the concrete and complete 1155
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development of research skills and capabilities. These identified perceived needs, 1P a
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challenges, and conceptions of research and its long-term consequences lead to 101
professional growth, advancement, and improvement of their overall effectiveness in
the profession.
Caingcoy (2020) stated that research literacy, research competence, and
research abilities have all been extensively studied. It was discovered that teacher-
researchers are proficient in conceptual knowledge but just fair in terms of
computational and technical knowledge. Public secondary and elementary school
teachers are capable of producing a research proposal and a paper that may be
published, but they lack the necessary expertise to carry out in-classroom research.
But other aspects of action were judged by public teachers as being moderately tough.
Creating reports, doing literature searches, organizing data, and using statistics.
Master teachers are competent in the design of experimental studies, in the selection
and development of research instruments, the selection of suitable statistical tools,
and the preparation of manuscripts for publication. He also emphasized that the
research output itself, also known as research productivity, is the best signal and the
most tangible manifestation that teachers are competent in conducting research. In
other words, the more coursework teachers have finished, the better equipped they are
to handle this demanding task. Additionally, getting older harms the research skills of
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teachers. It is important to involve teachers in research while they are still very young e
and to give them priority when it comes to ongoing professional development. 1155
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Enhancing instructors' enthusiasm to conduct research is also essential. The 1P a
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descriptive data led to the conclusion that the assessment's training needs for public 111
school teachers were unmet. The difficulties and lack thereof of public-school
teachers in various research processes. These teachers expressed an explicit
perception of a high level of difficulty in research processes. The top four most
difficult processes are qualitative data analysis, followed by organizing and writing
the findings, quantitative data analysis, making a relevant presentation, and writing an
article for publication. The findings suggest that there is a need for training to
improve teachers' skills in these research writing processes. These processes should
be the focus of CPD activities. The findings of a mixed-method study indicate that
public school teachers perceived a moderate level of difficulty with certain aspects of
action research. Participants' difficulties in various research processes require more
attention and immediate action. This is due to the limited number of training
opportunities in the area. A study found that graduate students struggle with
conceptualizing research problems and titles, searching for and reviewing related
literature and studies, determining appropriate statistical tools, gathering data, and
analyzing and interpreting data. A more recent study found that junior high school
teachers struggle with conducting action research, particularly with literature
searches, presenting results, publishing results, and data collection. The research
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output, also known as research productivity, is the best indicator and a most concrete e
manifestation that teachers are capable of conducting research. This means that the 1155
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more studies teachers have completed, the better equipped they are to engage in this 1P a
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demanding endeavor. 121
In the study of Gonzales et al (2020) the average age of the study participants
was 42.69 years. This data indicates that the respondents were in their forties. They
are mostly married females, which reflects the current situation in the Department of
Education. The majority of respondents held baccalaureate degrees, with 20% having
completed their advanced education. The majority of respondents held Teacher III
positions. Furthermore, more than half of the respondents participated in research
seminars or training at the District, Division, and School levels. Only a few people
attended regional, national, and international research seminars or training. In terms
of research participation, the respondents completed only a few types of research. The
majority of respondents completed one research project, and three of them worked in
pairs. It depicts a high-level summary of research capabilities in terms of research
skills, process, and research dissemination. The grand mean indicated that teachers
were moderately capable of research skills and process, as well as research
dissemination. The findings imply that teachers' research skills are moderate,
implying that they can conduct research with minimal assistance from a research
mentor. However, in terms of research dissemination, teachers must still be equipped
to conduct high-quality research. Furthermore, teachers were extremely capable of

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identifying relevant classroom/school-based problem/s and developing research e
problem/s (research title) along with specific questions. In addition, teachers are 1155
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moderately capable of developing a research framework that will serve as a guide in 1P a
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the research study, preparing the study summary, drawing conclusions and identifying 131
doable research recommendations, and organizing related studies and literature based
on the identified research problem. It also shows that respondents are moderately
capable of determining relevant theories and concepts relative to the framework of the
research study; developing a new strategy or approach to address the identified
research problem, and utilizing different sampling procedures appropriate for the
study. Furthermore, respondents are moderately capable of analyzing, organizing, and
interpreting qualitative and quantitative data; preparing correct prescribed
bibliographic formats such as APA style referencing; developing valid and reliable
research instruments and tools; and identifying appropriate statistical tools in data
analysis. The research skills and research dissemination skills of public elementary
teachers were moderate. Respondents rated management support for research and a
conducive research environment as moderately provided. Furthermore, elementary
school teachers with higher educational attainment perceived that their school
provided a conducive environment for conducting research. At the same time, those
who attended district-level training noticed that their school or institution still needed
to improve teachers' ability to conduct quality research. Elementary school teachers

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with higher educational attainment and who attended national training had improved e
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Significant findings about the technical writing abilities as a reference for ge |
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capability and management plans were offered Tamban and Maningas (2020).
Following the results, the majority of respondents were between the ages of 21 and
30, female, married, and had worked as public elementary school teachers for
between 6 and 15 years. The majority of them had completed a Bachelor's degree
with a specialization in Bachelor of Elementary Education (BEEd). The majority of
them are Teachers I and II, with a few being Teachers III and Master Teachers. It was
also discovered that the vast majority of them attended 3-6 research seminars. Lack of
research time, the demanding nature of academic work, and a lack of administrative
assistance and financing are the biggest challenges or difficulties that the researchers
faced. Teachers or faculty members should be allowed enough time to focus on their
research because research skills can be developed over time. A faculty member has
less time for research the more work or preparations they have on their plate. The
type of academic job should also be considered because faculty members won't have
as much energy for research if their workload is too rigorous. And finally, the
administration must fully support a faculty member's completed research project. If
the administration or research director refuses to distribute the funding, the researcher
will become uninterested in working on another study. As a result, they will be
deterred from having their essay published. The researchers gained a broad grasp of
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the many publications discussed in this section. It takes numerous viewpoints to fully e
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pinpoint areas needing work. 1P a
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The study of Villocino et al (2019) simulated a training-workshop extension
project, an intensive learning experience that had the potential to develop master
teachers' research skills. It adds to the limited literature in education professionals on
teaching and learning strategies to promote the development of research skills. The
study adds to the growing body of evidence to improve teacher competencies, i.e.,
research, as outlined in the Philippine Development Plan 2017-2022, which is aimed
at achieving quality, relevant, and liberating basic education for all in order to
accelerate human capital development. When MTs are given a favorable research
environment that includes research facilities and access to research mentors, their
belief in their research abilities increases. Instead of summative assessment, self-
assessment of research skills was used in this study to facilitate reflection and
learning. When used for these purposes, this implies that those with higher perceived
competence are more confident in their ability to carry out the research efficiently.
Researchers believed that the interplay of several factors, such as individual
attributes, which refer to the knowledge, skills, values, and attitudes that the MT
possesses relative to the conduct of research, is necessary to ensure growth in
research competencies. MT perceptions are also shaped by organizational

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interventions. Administrative support and a favorable research environment, for e
example, may favor research productivity. 1155

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The goal of Wong's (2019) research was to determine the variables that ge |
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influence teachers' behavior, content delivery, and output. Bandura's Self Efficacy
theory was applied to provide a basis of information regarding the ability of teachers
to do research. The study uses a correlational design that makes it easier to
comprehend how the different variables are connected and how they interact to affect
the research concept. The study found that teachers had little to no grasp of certain
parts of research, which can be construed as a lack of ability to do research, including
the research process, the use of the research, and the distribution of the research.
Personal qualities including age, motivation, attitude, years of service, participation in
any research activities, cognition in research, and institutional support can all be
interpreted as conclusions from the data and be used to establish a person's level of
research capacity. The Department of Education and other educational institutions
should develop management plans to improve their capacity for doing research,
according to the report's recommendation. It was also emphasized in the study that
emphasizing knowledge structuring, creating a positive attitude toward research, and
obtaining greater administrative assistance may have an impact on the teachers'
overall performance in terms of research development and productivity.
Manongsong and Panopio (2018) research competence is linked to the
capacity to seek an answer to an unidentified research problem. Research competence

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recognizes the integral quality of personality, which is reflected in the willingness and e
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transformation of reality based on the totality of personally meaningful knowledge, 1P a
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capabilities, skills, ways of life, and value systems. Similarly, research competence is 171
defined as the ability to recognize methods and techniques, design and implement
research in educational fields, and collaborate with colleagues and other specialists or
people interested in curriculum studies and education. Research capabilities are also
important factors for teachers as they develop their areas of interest and themselves. It
also assists teachers in improving all of their competencies and promoting research-
based teacher education, a novel approach in teacher education.
Teachers' Research Interests
Interest is a motivation variable that engages or the proclivity to reengage with
specific classes of objects, events, or ideas over time.
Teachers are interested in writing research, according to Buasag et al (2022)
but factors such as research abilities, training received, mentoring, time/workload,
contribution to the field, love for the job, professionalism, job promotion, and
bringing quality to teaching and learning influence their interest. Based on the study's
findings, school leaders should address the pre-existing interest in research writing
with a special focus and projects for teachers.

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Ghalley's (2021) research affirmed that personal interests have a significant e
impact on research performance and that their research activities are in line with the 1155
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mission of their schools. These increase the teachers' positive attitude toward writing 1P a
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research, implying that the influence of the reward is the teachers' research 181
orientation, which further develops personal interest and accomplishes the school's
goal through repeated research use.
L. H. Wong et al (2020) interest research dating back to the 1800s and
asserted that interest plays an important role in directing attention and behavior and
that interest boosts learning and elicits effort. However, interest research has only
recently flourished, demonstrating that interest increases knowledge, generates
positive feelings, and reduces the cognitive load in learning situations. Furthermore,
interested learners proactively raise curiosity questions, anticipate subsequent steps
when processing work, develop more types and deeper levels of strategies, are
resourceful when a question cannot be immediately answered, persist in constructive
and creative endeavors, promote self-regulation, increase self-efficacy, and value the
opportunity to reengage in the task or a similar task.
Dhanya and Alamelu (2019) claimed that motivation is the most important
factor in developing writing skills. Learners' interest in writing improves when they
are motivated. It also encourages the learner to write. A motivated learner participates
in classroom activities and shows an interest in improving writing skills. Though
authors have frequently referred to the "sadness" and "pain" of English writing. A
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teacher's constant support and guidance motivate and prepare the student for language e
learning. Learners with motivation participate more actively in their learning, whereas 1155
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students who are less motivated to perform may struggle to meet expectations in the 1P a
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classroom. Learners who are highly motivated perform well in terms of learning and 191
writing, and they achieve good results. Students who lack motivation find writing
difficult and fear failure. In connection, with the study of Gonzales (2020) officials
from the Department of Education may provide school teachers with the necessary
motivation to conduct research by offering them monetary and non-monetary
incentives, as well as adequate management support, to help them improve their
research skills and ability to disseminate and publish the results in various media.
Further to that, the department may step up mentoring and training to produce high-
quality research, as well as develop a functional teachers' development plan for
advanced education to broaden their knowledge and research skills.
Manolito et al (2019) highlighted that teachers frequently have negative
attitudes and feelings toward research-related courses. For many years, these negative
attitudes toward research, statistics, and mathematics courses have been documented
in numerous studies. One of the major issues with these attitudes is that they have
been shown to be barriers to learning. These negative attitudes have been linked to
poor performance in such courses. However, causal models suggest that attitudes are
actually mediators between past performance and future achievement. Previous
studies have discovered that negative attitudes toward a course explain a significant
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portion of the variance in student learning. These attitudes, in turn, influence the e
amount of effort one is willing to expend on learning a subject, which influences the 1155
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selection of more advanced courses in similar areas, research and statistics courses, 1P a
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above and beyond the minimum requirements. 201
Furthermore, as per Manongsong (2018) respondents' research engagement is
highly motivated because conducting research is a requirement of their job in
academia. Respondents, on the other hand, were dissatisfied with the limited time
available for data collection and interpretation. As a result, in order to increase
research engagement, management may devote more resources to ongoing faculty
development and professional exposure.
In this regard, it is critical to consider the teachers' writing interests and
capabilities in order to understand why, despite the DepEd's encouragement of
research, so few studies have been published. A school research development plan for
future research should also be developed to address the study's findings.
Theoretical Framework
The theoretical underpinning of this study is primarily based on Bandura's
self-efficacy and John Dewey’s learning-by-doing theory. Bandura's self-efficacy
theory focused on the notion that an individual's belief or judgment determines how
successfully an individual can complete a specific task or goal. Teachers' beliefs
inspired their expectations and perceptions, which influenced their classroom

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behavior and effective teaching. This means that when a teacher-researcher has a e
strong sense of self toward research, he also has a significant amount of trust in 1155
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undertaking and accomplishing the studies. 1P a
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In contrast, teachers had knowledge that was inextricably linked to practice.
Since real knowledge was integrated into doing, the application of teachers'
knowledge in research content and skills manifested itself through conducting field
research or research coaching. These enabled teachers to gain knowledge and
motivate themselves to design learning activities. Teachers cannot advocate for a
method of instruction that they do not use themselves.
A theory of conditioning by Ivan Pavlov in which two stimuli are linked
together to produce a new learned response in a person. This theory is supported by
Wong (2019) who said that teachers' capabilities and interest in the research exist a
relationship between the two variables. All the dimensions of attitude such as
research usefulness to the profession, research anxiety, positive attitude towards
research, relevance to life, and research difficulty flagged a significant relationship to
research capability. This could imply that if teachers have strong writing skills and an
interest in conducting research, they can produce and complete research papers.
Hidi and Renninger (2010) asserted in their four-phase interest development
model that the level of a person’s interest has repeatedly been found to be a powerful
influence on learning. Specifically, interest has been found to influence attention,

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goals, and levels of learning. As a motivating factor, interest refers to the e
psychological state of being engaged or the propensity to continually become 1155

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engaged with particular categories of things, occasions, or ideas. These groups of 1P a
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things, happenings, or concepts are referred to as content in this context. The 221
distinction between interest and other motivational factors can be made in at least
three different ways. First, as different but interconnected systems, interest comprises
both emotive and cognitive components. Results from the large-scale group surveys
used in the vocational interest research have been interpreted to imply that interest
development is dependent on the presence of interest. The studies merely document
the existence of interest; they do not discuss whether, how, or why interests emerge or
how a person's interest—a comparatively persistent propensity to keep reading things
over time—can be encouraged to grow. For there to be equal access to learning, all
must have the desire to revisit material over time in order to address problems and
look for solutions. A situationally generated interest constitutes the first stage of
interest development. This first phase develops into the second phase, which is a
persistent situational interest if it is maintained. The second phase may lead to the
third phase, which is marked by an emerging (or less developed) individual interest.
The fourth phase, a well-developed individual interest, can come about after the third
phase of interest development. Different levels of effect, knowledge, and value are
present in each phase of interest. Individual experience, temperament, and genetic
predisposition are likely to have an impact on the duration and nature of a particular
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GRADUATE STUDIES 23
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phase. In situations where interest is maintained and sustained, either via the efforts e
of others or because of obstacles or opportunities that a person perceives in an 1155

23
activity, the four phases are consecutive and different and comprise a form of 1P a
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cumulative, progressive development. Without the assistance of others, any stage of 231
interest development, however, has the potential to go dormant, regress to a previous
stage, or completely vanish.
Conceptual Framework
This section shows the conceptual paradigm to present the figure of the
independent and dependent model.
In Figure 1, The first independent variable which is the respondents' profile
pertains to the foundation of the rational explanation of the respondents' personal
qualities based on their voluntary or involuntary participation. Secondly, the research
capability is defined as the capacity to carry out high-quality studies and the capacity
to carry out data collection, which involves 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 in addition to understanding. It also evolves with time, experience, and
related capacity-building initiatives. Consistently applying the knowledge and skills
acquired is also vital to develop research output and innovation.

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GRADUATE STUDIES 24
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A dependent variable, interest, which Oxford Dictionary defines as "a quality e
of exciting curiosity or holding the attention" or "an activity or subject which one 1155
24
enjoys doing or studying," while the Merriam-Webster Dictionary defines it as "a 1P a
ge |
feeling of wanting to learn more about something or to be involved in something." 241
IV DV
1.Profile of the respondents
a.age
b.sex
c.Civil status
d.Highest educational
attainment Research writing interests of
e. Length of service the respondents
f. Teaching position
g. Level of research seminars
attended
2. Research writing
capabilities of the respondents
Figure 1. The Paradigm of the study
The conceptual structure of the respondents' profiles is shown in the figure
above, along with teachers' capabilities and their connections to teachers' interests in
research writing.
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GRADUATE STUDIES 25
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Statement of the Problem 25
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The general problem of this study is: How may the teachers’ capabilities and ge |
251
interests in research writing as the basis for research development plan in Coron
School of Fisheries during the Scool Year 2022-2023 be analyzed?
Specifically, it seeks to answers to the following questions:
1. How may the demographic profile of the respondent be described in terms of:
1.1 age;
1.2 sex;
1.3 civil status;
1.4 highest educational attainment;
1.5 teaching position;
1.6 lengths of service; and
1.7 level of research seminar attended?
2. How may the level of the respondent’s research capability and interest in research
writing be described in terms of:
2.1 technical skills; and

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GRADUATE STUDIES 26
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2.2 personal interest? e
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3. Is there a significant relationship between the respondent’s profile and research
26
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writing interest? ge |
261
4. Based on the result of the study, what plan may be developed to address the
teachers' capabilities and interest in research writing?
Hypothesis of the Study
The lone hypothesis of this study is: There is no significant relationship
between the respondent’s demographic profile and the research writing interest.
Significance of the Study
This study will be undertaken to ascertain the capabilities and teachers'
interests in research writing at Coron School of Fisheries for the academic year 2022–
2023.
The numerous facets of the education sector will gain from the study.
Teachers The results of this study will directly benefit teachers who
take part in the suggested research program since it can help
them progress professionally and personally.

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GRADUATE STUDIES 27
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Principals This study will help the principals create their schools' e
research initiatives and implement training and seminars 1155

27
that meet the needs of the teachers who do research. 1P a
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271
Future Researchers Future researchers will gain from this study because
they can utilize it as a reference. Additionally, it will
create fresh concepts and methods for training
teachers in research writing.
Scope and Delimitation
This study aims to ascertain the capabilities and interests of teachers in
research writing. It is limited in terms of the respondents, locale, duration, and how it
will be conducted. The study is to be conducted at Coron School of Fisheries, one of
the big secondary schools in the Division of Palawan.
It will start in March 2023 and will be completed in June 2023. The
respondents will be the 90 teaching personnel of the school for the Academic Year
2022-2023.
Definition of Terms
The following terms are defined conceptually and operationally to understand
the main focus of the study. To facilitate deep insight and a common understanding of
the information conveyed in this study.

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GRADUATE STUDIES 28
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interest the feeling you obtain when you want 1155

28
to know more about an individual or 1P a
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something. 281
research capability is the ability to solve a problem using
scientific processes such as planning,
data collection, and analysis using
the appropriate statistical tool or
qualitative analysis. (Salom et al.,
2013; Ismael et al., 2012)
research seminar concentrate on instruction that is
intended to provide the attendee or
participant with specific knowledge
within the academic domain.
research writing is writing that uses evidence from
publications, books, newspapers, the
internet, professionals, and other
sources to persuade or inform a
reader about a particular topic.

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GRADUATE STUDIES 29
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Chapter 2 29
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METHODS AND PROCEDURES 291
Research Methods
A mixed-methods research design will be used in this research. The researcher
will make use of the descriptive design since it identifies variables like age, sex, civil
status, highest educational attainment, teaching position, length of service, and level
of research seminar attended. Additionally, correlational research will be used to
determine the link between three variables, such as teachers' profiles, capabilities, and
interests, which will be based on respondents' self-questioning and outcomes from a
specific modified- standardized questionnaire.
Respondents and Setting of the Study
Probability sampling is the method of sampling that will be utilized in this
case to determine who the respondents are. A total of 90 teachers are to be chosen to
participate in this study using Slovin's Formula. Coron School of Fisheries, a
secondary school located in the Coron Coastal District of the Palawan Schools
Division, would be the venue.

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GRADUATE STUDIES 30
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Instrumentation and Validation
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30
The researcher will be adapting a research instrument and the instrument will 1P a
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be modified to accommodate the required data collection. 301
A version of Victoria Elip Tamban’s study entitled “Research Capability of
Public School Teachers: Basis for Research Capability Enhancement Program” from
Laguna State Polytechnic University in Los Banos will be used as part of the
instrument for this study. The questionnaire is divided into three parts: the first part is
to be used to gather information about the respondents' demographics and research
exposure, including their name (optional), age, sex, civil status, highest educational
attainment, teaching position, length of service, and level of research seminar
attended while the second part of the questionnaire will be using a 5-point Likert
scale (1-not capable, 2-slightly capable, 3-moderately capable, 4-capable, 5-highly
capable). Finally, the last part will elicit a response concerning the teachers' level of
interest in research writing. Four face and content validators will review the
questionnaire to ensure its validity and reliability. Additionally, a high Cronbach
alpha value is anticipated while evaluating the questionnaires.
Data Gathering Procedure
To gather information from the respondents and make sure that permission to
conduct the research in the school is officially granted, the researcher will submit a
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GRADUATE STUDIES 31
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letter to the principal of the Coron School of Fisheries. Upon completion and e
approval to carry out the research gathering, the researcher will be sending the 1155
31
questionnaire through google forms to the respondents. Before answering the 1P a
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research instrument, the respondents will be prompted with the agreement question 311
allowing the researcher that their answers are for the benefit of the research and its
implication to the field of education. Full consent will be obtained from the
participants who are the teachers from the Coron School of Fisheries. Respondents'
voluntary participation in the study will be given special consideration. Furthermore,
they have the option to withdraw from the study at any time.
All the respondents' answers will automatically be generated in google excel.
The data that that will be obtained will be handled with the strictest confidentiality
due to ethical considerations. Names and other private information won't be shared
during or after the data collection. Any form of deliberate misinformation, as well as
a biased reflection of primary data findings, will be prevented. On the other hand,
maintaining the highest level of objectivity in discussions and analyses throughout
research will be taken into account. Furthermore, any affiliations and potential
conflicts of interest will be disclosed. Finally, all communication in this study will be
transparent and honest.

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GRADUATE STUDIES 32
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Statistical Treatment e
1155
After gathering the data, it will be analyzed through the following statistical 32
1P a
tools: frequency counts, percentage, range, mean, and the Pearson r correlation ge |
321
coefficient.
For the questions, what is the demographic profile of the respondents? and
what is the level of the respondent’s research capability and interest in research
writing? frequency counts, percentage, range, and mean are to be used.
Moreover, the question what is the relationship between the respondent’s
profile and research writing capability? and what is the relationship between the
respondent’s level of capability and research writing interest? The Pearson r
correlation coefficient will be used because it will describe whether there is a
relationship between the profile, capabilities, and teachers' interest in research
writing.
The data will be processed through the use of the Microsoft Excel Data
Analysis Toolpak and/or Social Science Statistic Calculator.

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GRADUATE STUDIES 33
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References
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33
1P a
Avilla, R. A. (2016). Practical Research 1. Makati City: Diwa Learningsystems Inc. ge |
331
Agatep, J. L. E., & Villalobos, R. N. (2020). Research Capabilities among Selected
Graduate School Students in Philippines. Science Insights Education Frontiers,
6(2), 691–705. https://doi.org/10.15354/sief.20.or037
Buasag et al. (n.d.).
Caingcoy, M. E. (2020). Journal of World Englishes and Educational Practices
(JWEEP) Research Capability of Teachers: Its Correlates, Determinants and
Implications for Continuing Professional Development. December.
https://doi.org/10.32996/jweep
Dhanya, M., & Alamelu, C. (2019). Factors influencing the acquisition of writing
skills. International Journal of Innovative Technology and Exploring
Engineering, 8(7C2), 259–263.
Ghalley, B. C. (2021). Teacher s ’ attitude in writing research in schools of Bhutan.
International Research Journal of Science, Technology, Education, and
Management, 1(1), 1–10.
Gonzales, I. B., Corpuz, D. A., & Dellosa, R. M. (2020). Research Capabilities of
Public Elementary School Teachers and Management Support of the Schools

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GRADUATE STUDIES 34
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Division of Nueva Vizcaya, Philippines. Humanities & Social Sciences Reviews, e
8(4), 258–266. https://doi.org/10.18510/hssr.2020.8427 1155

34
1P a
Manolito, P., Basilio, B., David, P., & Bueno, C. (2019). Research Skills and ge |
341
Attitudes of Master Teachers in a Division towards Capability Training. 163–
171. https://doi.org/10.17758/erpub3.uh0119421
Manongsong, M. (2018). Dentristry faculty members’ research competencies and
attitude towards research engagement. Asia Pacific Journal of Education, Arts
and Sciences, 5(3), 13–19. https://bit.ly/3dIaAXn
Perez, Z. O., Minyamin, A. V, Bagsit, R. D., Gimena, G. B., Dionaldo, W. V, Padillo,
E. S., Lovoie, O. G., & Cabello, C. A. (2022). Research Capability of Faculty
Members in Higher Education Institution: Basis for Research Management Plan.
Journalppw.Com, 2022(3), 6215–6226.
https://journalppw.com/index.php/jpsp/article/view/3527
Salde, K. G., & Mamaoag, N. R. (2021). Research capability of senior high school
teachers in Bayugan City Division: Basis for capability building program. Asian
Journal of Research in Education and Social Sciences, 3(2), 144–152.
Tamban, V. E., & Maningas, O. B. (2020). Research Capability of Public School
Teachers: a Basis for Research Capability Enhancement Program. PEOPLE:
International Journal of Social Sciences, 6(1), 222–235.

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https://doi.org/10.20319/pijss.2020.61.222235 e
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Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from
35
1P a
Philippine public school teachers. Issues in Educational Research, 28(3), 797– ge |
351
810.
Ulla, M. B., Barrera, K. I. B., & Acompanado, M. M. (2017). Philippine classroom
teachers as researchers: Teachers’ perceptions, motivations, and challenges.
Australian Journal of Teacher Education, 42(11), 52–64.
https://doi.org/10.14221/ajte.2017v42n11.4
Villocino, A. A., Mabalhin, J. Q., & Bellen, J. A. (2019). Increasing Research
Capability among Masters Teachers in the Countryside Area of the Philippines:
Bases for Proposed Program Intervention | Countryside Development Research
Journal. 7(1), 33–39. https://cdrj.ssu.edu.ph/index.php/CDRJ/article/view/172
Wong, A. (2019). Driving force of master teachers’ research capability: Towards
building a research culture in the Division of Romblon, Philippines. International
Journal of Advance Research and Publication, 3(7), 92–97. https://bit.ly/39tzE13
Wong, L. H., Chan, T. W., Chen, W., Looi, C. K., Chen, Z. H., Liao, C. C. Y., King,
R. B., & Wong, S. L. (2020). IDC theory: interest and the interest loop. Research
and Practice in Technology Enhanced Learning, 15(1).
https://doi.org/10.1186/s41039-020-0123-2
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GRADUATE STUDIES 36
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Questionnaire 36
1P a
TEACHERS’ CAPABILITIES AND INTERESTS IN RESEARCH WRITING: ge |
BASIS FOR RESEARCH DEVELOPMENT PLAN 361
Direction: Please check or provide the needed information.
Part I. Demographic Profile
Name: __________________________________________________________(optional)
Age: _____
Sex:
Male _____
Female _____
Civil Status:
Single _____
Married _____
Widower _____
Separated _____
Other (please specify) ____________
Highest Educational Background:
College Graduate _____
With Master’s Units _____

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GRADUATE STUDIES 37
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With Master’s Degree _____ e
With Doctor’s Units _____ 1155

37
With Doctorate Degree_____ 1P a
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371
Length of Service:
1-5 _____
6-10 _____
11-15 _____
16-20 _____
21-25 _____
26-30 _____
31 and Above _____
Teaching Position:
Teacher 1 _____
Teacher 2 _____
Teacher 3 _____
Master Teacher 1 _____
Master Teacher 2 _____
Research Seminar Attended:
School-based _____
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GRADUATE STUDIES 38
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District Level _____ e
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Division Level _____
38
1P a
Regional Level _____ ge |
381
National Level _____
International Level _____
No research seminar attended _____
Other (please specify) _______________
Read the statement below then check the number under the category that corresponds
to your answer.
Part II. Teacher’s Technical Capability in Research Writing. (Adapted from Victoria
Elip Tamban’s Study)
Highly Capable Moderately Slightly Not

Capable Capable Capable Capable
I am capable of …
5 4 3 2 1
formulating research
title
writing
rationale/introduction/
background of the
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GRADUATE STUDIES 39
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e
study
1155
writing the research 39
conceptual 1P a
framework and ge |
research paradigm. 391
writing the statement

of the problem
formulating
hypothesis/hypothese
s
writing significance
of the study
writing the scope and

limitations of the
study.
writing definitions of
terms
writing the review of

related literature and
studies
writing a research
proposal
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GRADUATE STUDIES 40
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writing a research
methodology
1155
40
determining the 1P a
research design to ge |
apply in my study. 401
identifying the
statistical treatment to
use in my study.
adopting/constructing
/modifying research
instrument
writing abstract
writing results and

discussion
writing conclusion
writing
recommendation
applying APA format
Teacher’s Personal Interest in Research writing
Very Somewhat Neutral Not Very Not at all

Intereste Interested Interested interested
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GRADUATE STUDIES 41
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d e
5 4 3 2 1 1155
Am I interested in 41
research or in 1P a
participating in a ge |
research writing 411
team?

BUASAG GL Final Research Proposal

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MEYCAUAYAN COLLEGE

A Thesis Proposal Presented to the Faculty of

Graduate School of Meycauayan College

In Partial Fulfillment of the Requirements for the Degree of

Master of Arts in Administration and Supervision

GLENDIE LEE PELAYO-BUASAG

Review of Related Literature ..................................................................................... 4

Theoretical Framework ............................................................................................ 20

Conceptual Framework ............................................................................................ 23

Statement of the Problem ......................................................................................... 25

Hypothesis of the Study ........................................................................................... 26

Significance of the Study ......................................................................................... 26

Scope and Delimitation ............................................................................................ 27

Definition of Terms ................................................................................................. 28

Chapter 2 Methods and Procedures ......................................................................... 29

Research Methods ................................................................................................... 29

Respondents and Setting of the Study ...................................................................... 29

Instrumentation and Validation ................................................................................ 30

Data Gathering Procedure ........................................................................................ 30

Statistical Treatment ................................................................................................ 32

Questionnaire .......................................................................................................... 36 1155

MEYCAUAYAN COLLEGE PAGE

variety of things in our environment today such as technological innovation,

agriculture, the energy industry, telecommunication, food, fashion, music, and

wellness among others.

Avilla (2016) describes research as the process of seeking information and

conducting a thorough investigation in order to uncover and share new knowledge

about a subject. A systematic investigation is created with the goal of gathering,

analyzing, and interpreting data in order to comprehend, describe, or anticipate a

For progress to be meaningful, research is essential. Different sorts of research

MEYCAUAYAN COLLEGE PAGE

results with more accuracy and reliability. 1155

who have learning challenges, understanding individual differences and preferences,

and tailoring teaching strategies to meet the needs of different students.

Ulla (2018) expressed the benefits of research. One advantage of research is

ongoing professional growth.

Additionally, Vecaldo et al (2019) stated that in the context of teacher

education, the need to step up research efforts is unavoidable, underscoring its

expected role in theorizing concepts, re-examining processes, creating new things,

and improvement for teachers' holistic development.

MEYCAUAYAN COLLEGE PAGE

"educational research and studies" in its administration as a foundation for crucial

policy creation and enhancements.

was the cause of the BERFs low turnout.

research writing projects.

MEYCAUAYAN COLLEGE PAGE

research culture is still being established.

development plan for future research should also be created.

Review of Related Literature

survey materials addressing teachers' research capacity. These papers were

and expanded upon. The need to comprehend teachers' research capacities is a

recurring theme in local studies.

MEYCAUAYAN COLLEGE PAGE

knowledge by discovering and producing new concepts, practices, and understanding.

The research Perez et al (2022) suggested that the majority of respondents in

looking at the number of research papers, it is necessary to increase research output.

MEYCAUAYAN COLLEGE PAGE

attitude toward the research process.

research subjects, in addition to carrying a heavy teaching load. An individual can

according to reports. Continuing professional development through higher education

design and deliver effective research-based teaching. Respondents had moderate

MEYCAUAYAN COLLEGE PAGE

infrastructure constraints prevented teachers from applying knowledge and 1155