Mam Jane

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Chapter I
The Problem and Review of Related Literature
Introduction
Teachers are essential part educational system, they
are entrusted by the public and private organization to
impart knowledge, assist the learners to develop skills,
and help the learners develop skills and attitude toward
self, developing learners holistically leading to
development of life-long learners. In order to achieve
these goals, teachers must be able to posses 21 st century
skills and be able to address problems inside the
classroom.
Polit (2014) clearly said that teachers are also
seen as the main element in the successful implementation
of the teaching and learning process. They have many
responsibilities and duties both inside and outside the
classroom such as planning the lesson, designing inquiry
activities, forming working groups and assisting students
to acquire needed skills.

Teachers can have a major influence on the way
students learn and develop. Classroom teachers who have
an impact on students’ lives are those who have a genuine

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interest in students, know their subject matter and
possess detailed information about instructional
processes and the way students learn and develop (Amedu
cited by Jordan, 2018).

Nowadays, the Department of Education encourages
school personnel especially teachers to conduct action
research to strengthen teacher’s research capabilities.
Valdez and Lapinid (2015) stated that in teacher
education programs, action research has become a viable
option in institutions as it provides a contextual base
for candidates to apply their learning inputs in their
respective settings leading to critical reflection and
practice.
With the increased need for developing core
competencies in the workplace, educational institutions
are aggressively devoting a considerable amount of time
and resources to integrating research training in their
agenda. Ulla, Barrera and Acompanado (2017) clearly
mentioned that in the Philippines, the Department of
Education (DepEd) has issued an order to all of its
school heads, supervisors, and teachers for the adoption
of “the enclosed Basic Education Research Agenda” which

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promotes the “conduct of education research” in the
country. The purpose of which is to identify teachers and
department’s concerns and problems, and to recommend
solutions based on the results and findings made. With
professional growth and development as one of the key
result areas for the individual teacher’s performance
commitment and review, doing action research has already
become part of the annual performance appraisal for all
teachers. It comprises five percent of the total score in
the individual teacher’s evaluation. However, doing
action research in the Philippine public elementary and
secondary schools may not be that popular as a number of
these teachers are not equipped with the necessary
knowledge on what action research is and how to do it.
DepEd has been doing significant ways to update and
inform the public school teachers about the importance of
doing research, to their classroom, to the academic
performance of students but many teachers in both
elementary and secondary schools were uninterested and
demotivated.
Research is inquiry or research in the context of
focused efforts to improve the quality of an organization

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and its performance. It is typically designed and
conducted by practitioners to gather and analyze data to
improve the teaching-learning process (North Central
Regional Laboratory, 2019).

Konokman, Yelken and Yokus (2015) stated that
acquisition of research qualifications are one of the
most demanded learning outcomes of education faculties.
There is great emphasis on building a research identity
by developing the skills of educators in the department
of education faculties.
Kasula (2015) describes research as a growing form
of methodology that has recently been an area of great
interest in the field of language learning. It is also
described as a set of approaches to research that
systematically investigates a given social situation and
promotes democratic change and collaborative
participation. Within an action research setting, the
researcher and teacher roles are coalesced, meaning that
when conducting research, participants not only examine
their students but also themselves through reflective
teaching and researching practices.

Conducting research can help classroom teachers to
come up with interventions or solutions to address

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problems commonly encountered by teachers. These actions
or interventions can contribute in solving identified
problems and eventually leading to the improvement of the
teaching-learning process.
The goal of scientific research is to discover laws
and postulate theories that can explain natural or social
phenomena, or in other words, build scientific knowledge.
It is important to understand that this knowledge may be
imperfect or even quite far from the truth. Sometimes,
there may not be a single universal truth, but rather
equilibrium of “multiple truths.” We must understand that
the theories, upon which scientific knowledge is based,
are only explanations of a particular phenomenon, as
suggested by a scientist. As such, there may be good or
poor explanations, depending on the extent to which those
explanations fit well with reality, and consequently,
there may be good or poor theories. The progress of
science is marked by our progression over time from
poorer theories to better theories, through better
observations using more accurate instruments and more
informed logical reasoning (Kasula, 2015).

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But unfortunately, teachers are hesitant conduct a
research and with this, the researcher as a classroom
teacher would like to conduct a study on teachers’
research self-efficacy, research anxiety and research
attitude.
Review of Related Literature and Studies
Research Anxiety
Anxiety is a normal reaction to certain situations.
A small level of anxiety is normal, but severe anxiety
can be a serious problem. Anxiety can become more
detrimental over time. Most teachers will have students
with social anxiety and/or academic anxiety. Anxiety can
also affect a teacher’s performance. If a teacher has
anxiety, the teacher might not be able to complete group
tasks or might not feel comfortable asking for help in
class (Dobson, 2014).

According to Syokwaa (2015) anxiety is highly
unpleasant affective state similar to intense fear which
can include feelings of threat, vague objectless fear, a
state of uneasiness and tension, and a generalized
feeling of apprehension. Anxiety thus occurs Anxiety thus

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occurs to the body system after one has experienced a
threatening situation. An automatic physiological
response is triggered to prepare to protect him/her self,
or escape from the source of threat. If the activity is
carried out, then the changes are reversed, however, if
no activity is done, the body continues to remain in the
“charged state” for longer than normal, and the resulting
changes become a disturbing source of anxiety. This leads
to further activation of the flight or fight response and
the whole cycle is continued, (Galvin cited by Syokwaa,
2015).
The symptoms of anxiety can interfere with
functioning at any stage in life. For children and
adolescents, this interference is particularly important
because they are in school learning the skills to become
successful adults. The transitions students encounter as
a normal part of development often lead to decreased
motivation, academic performance, and self-perceptions
when they struggle with anxiety. Person who are
distracted by anxiety symptoms struggle to focus on class
work, worry excessively, experience physiological

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arousal, stomach aches, headaches, often poor attendance,
and subpar performance (Hess, 2015).

Ngidi and Sibaya (2015) said that teacher education
programme is expected to do quality teaching. To develop
quality teaching, teachers must involve themselves in
research. Quality teaching Practice serves as the
standard in the development and application of theories
stated in the books into the real-life world of the
students. Empirical findings support the notion that a
high level of anxiety among teachers may be tied to
various negative consequences such as class control
problems and classroom disruptions. There is a
correlation between teacher anxiety and class control
problems. Therefore, anxiety appears to be a relevant
characteristic of teachers in the conduct of research.

Konokman, Yelken and Yokus (2015) stated that acquisition
of research qualifications are one of the most demanded
learning outcomes of education faculties. There is great
emphasis on building a research identity by developing
the skills of educators in the department of education
faculties.
Kasula (2015) describes research as a growing form
of methodology that has recently been an area of great

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interest in the field of language learning. It is also
described as a set of approaches to research that
systematically investigates a given social situation and
promotes democratic change and collaborative
participation. Within an action research setting, the
researcher and teacher roles are coalesced, meaning that
when conducting research, participants not only examine
their students but also themselves through reflective
teaching and researching practices.

Conducting action research can help classroom
teachers to come up with interventions or solutions to
address problems commonly encountered by teachers. These
actions or interventions can contribute in solving
identified problems and eventually leading to the
improvement of the teaching-learning process.
Research Attitude
Jordan (2018) individuals are the main source of
improvement of the society and sustainability of its
presence if they grown up appropriately. Education being
a bridge between human and the life is impressed and
shaped by the developments of era, so education of

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individuals become important parallel with the progress
and changes in the society.

Impevedo and Malik (2016) clearly stated that to be
a reflective practitioner, a teacher can implement
different strategies. They could, for example, analyze
and question happenings within the teaching–learning
context; show consideration for feelings and behaviors;
keep a regular or daily record of significant events;
share stories about students’ learning; ask colleagues
and students’ families for their insights; or read
professional literature to learn more about changing the
environment and materials to support students’ learning.
At the same time, they can reflect, rely upon or
critically accept curriculum and official content.
Effective reflection requires not only time but also
meta-teaching and metacognitive skills, considered as
self-ideas which intentionally guide a teacher’s thinking
(Chen, 2014). Cunliffe cited by Impevedo and Malik (2016)
offers three examples of ways to stimulate critically
reflexive practice: an exercise to help students think
about the socially constructed nature of reality; a map
to help stimulate reflective and reflexive practice; and

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a description and examples of critically reflexive
journaling. To become a reflective practitioner, “must
involve a willingness to be an active participant in a
perpetual growth process.

Akcoltekin (2016) considering the competencies of
individuals in today’s society, there is a need for
problem solving, research-oriented, questioning,
productive, constructive and creative individuals who can
approach incidents as a scientist (Michael, 2014). Many
countries revise their science programs in order to equip
individuals with 21st Century skills such as cooperation,
critical thinking and creativity (Ravitz, Hixson &
Mergendoller, 2014). The most appropriate way to meet
these skills is directing individuals to scientific
research. The process of presenting scientific knowledge
as a whole is called “scientific research” (Geray &
Punch, 2015). The basic principle of scientific research
is the inclusion of a planned work process and consists
of a number of successive steps. The research process,
starting with the identification of the problem includes
identification of the methods to be employed, data
collection, developing results and recommendations to

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solve the problem, and preparing a scientific report by
including the conclusions reached and recommendations
(Llewellyn, 2014). Since this process, called the
scientific method, adopts the principle of obtaining the
evidence at the point of rejection or verification of
facts and principles presented, it may differ from other
methods used to reach the information (Honer, Thomas, &
Okholm, 2014).
The most important tool in the development of
scientific research competence in students in science
fairs. Students exhibit their scientific projects during
these science fairs. Teachers are the main factor in
increasing or reducing participation of students in
science fairs (Fisanick, 2015). Teachers play an
important role in terms of informing and guiding students
through science fairs and scientific projects (Blenis,
2015). If teachers have first-hand experience and
information about scientific research, the interest of
students in scientific research will eventually increase
(LaBanca, 2014).
Scientific research is defined as data collecting
and analysis of the collected data in accordance with a

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certain purpose and through systematic processes.
Research is regarded to be the cornerstone of scientific
developments. One of the most characteristic qualities of
the scientific research is that it consists of a number
of steps following each other. The research process
starting with the perception of a problem includes
determining the methods to be followed and fulfilling the
requirements, collecting the data, processing the data,
developing result and recommendations that will form a
solution to a problem based on the data, recording the
process and the result achieved (Llewellyn cited by
Ekici, 2014).
Ekici (2014) observed that the scientific
development levels of the modern countries around the
world which are regarded to be developed are also
advanced because the countries tend to take being
advanced in science as a basis for ensuring the welfare
and development of the societies. The way to ensure
development in science and to overcome the obstacles
before the countries in the way of becoming a “modern and
developed” society is proportional to the contribution
they provide to the scientific research culture. For

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this, it is necessary for societies’ attitudes towards
scientific research to be positive and at an improbable
level (Polat, 2014).
In the conception of education of the 21st century,
it is emphasized that raising individuals who can
recognize the problems and have the ability to solve
them, who can use research techniques and have a positive
attitude towards scientific research has come to the
forefront. In order to produce information, the
individual has to have the ability to think
scientifically. In today’s society, that an individual
has the ability to think scientifically has become a
necessity rather than an extra skill. Therefore, raising
individuals who can think scientifically takes place
among the primary goals of the education systems (Ata &
Yenilmez, 2014).
Ata and Yenilmez (2014) aimed to determine the
attitudes of mathematics teacher candidates towards
scientific research and researchers in their study. It
was stated that the teacher candidates were generally
neutral in terms of scientific research in the study
conducted with the participation of 201 teacher

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candidates. It was seen that the attitude toward
scientific research did not differ according to gender
and academic achievement, but differed significantly in
terms of grade level, the frequency of making scientific
research in the future, and the graduated high school.
Moreover, it was also determined that the teacher
candidates want to do scientific research mostly on the
subjects of limit-derivative-integral and the attitudes
towards mathematics anxiety and mathematics.

It is seen that it was aimed to determine the
attitudes of university students, teachers and teacher
candidates regarding scientific research according to
various variables in the most of the researches in the
literature. However, it was not encountered any study in
which the attitudes of the teachers and the teacher
candidates towards scientific research were examined in
terms of thinking styles. The power of effective think
that individuals have cannot be ignored in this era where
science and technology are rapidly developing. From this
point of view, it is considered that determining whether
or not there is a relationship between the thinking
styles of both teachers and teacher candidates, who are

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effective in educating of future individuals and their
attitudes towards scientific researches, will contribute
to the literature (Ince, Cenberci & Yavuz, 2018).

Research Self-Efficacy
Self-efficacy refers to successfully completing a
given task. Past success provides a roadmap for future
success, thus enhancing self-efficacy (Bandura cited by
McKim & Velez, 2017). Vicarious experiences, the second
potential developer of self-efficacy, entails observing
another individual complete a given task. Research
suggests vicarious experiences are most powerful when the
individual being observed is similar to the observer. The
third potential developer of self-efficacy, social
persuasion, entails being told you can complete a given
task. For example, a cooperating teacher telling a
student teacher “you can do this” before a lesson, may
enhance the self-efficacy of the student teacher (McKim &
Velez, 2016). Finally, physiological and emotional
states, the fourth potential developer of self-efficacy,
refers to biological (e.g., sweaty palms) and
psychological (e.g., nervousness) states when
contemplating a given task. Perceptions of physiological

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and emotional states provide clues for the individual as
to how successful or unsuccessful they will be when
attempting a given task (McKim & Velez, 2017).

Self-efficacy is related with a strong sense of
personal efficacy, better health, higher success and
creativity, and better social integration. Self-efficacy
is about whether an action is to be started and how much
effort will be paid and how much struggle will put
against obstacles and failures. In other words, self-
efficacy is not a concept related to our abilities and
technical skills, but it is a concept related to the
perception whether we can reach our goals. Bandura as
cited by Yilmaz (2018) said that self-efficacy makes a
difference in the way people think, feel and behave. Low
self-efficacy is associated with depression, anxiety, and
despair. Individuals with lower self-efficacy also have
lower self-esteem and they have pessimistic thoughts
about their achievements and personal growth. People with
high self- efficacy are willing and creative in
performing more challenging tasks. Higher self-efficacy
also enables to choose challenging goals, explore the
environment and take advantage of environmental

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conditions. Self-efficacy is not a skill; it is the
belief on what the individuals can do in accordance with
their abilities. Self-efficacy is much more than the
intention of the individual to achieve an aim, since it
is the sum of beliefs about starting, maintaining,
concluding, and even more importantly, struggling with
the obstacles that will face in this process. In short,
self-efficacy belief is an individual’s belief that they
can perform the behavior that produces the result
(Yilmaz, 2018).
The beliefs a person has about his or her ability
influences behavior. Bandura as cited by Farrand and Wild
(2016) suggested that these beliefs create effects
through cognitive, motivational, affective, and selection
processes. Performance accomplishments, vicarious
experience, verbal persuasion, and physiological states
are the four main sources of information that form the
base for personal self-efficacy (Bandura cited by Farrand
& Wild (2016). A student’s personal self efficacy belief
influences their participation in school. The belief that
students have in their ability to do school work impacts
their involvement and perseverance in the work

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(Linnenbrink & Pintrich, 2014). This belief in one’s own
capability influences an individual’s effort and interest
in school related work. Student performance may be
improved when students have a high sense of self-
efficacy in a subject area and may influence students in
considering career choices in that subject area (Pajares,
2014). This is supported by findings that suggest that a
person’s self-efficacy beliefs are a factor in their
selection of and achievement in a science and math
related career (Zeldin, Britner, & Pajares, 2014).

Self-efficacy is an aspect of social cognitive
theory. McCombs (2014) explains self-efficacy in
reference to the learner’s judgment of his or her
competency for successful task completion. This theory
assumes that people possess the ability to reflect and
regulate their actions and to shape their environment
rather than merely react to it.

Bandura as cited by Shi (2018) self-efficacious
individuals view attainments as under their control. When
students believe they are capable of performing well on
an academic task, they are motivated to perform well,
work harder, and persist in the task for longer periods

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of time. These behaviors (or positive self-efficacy) are
essential for academic success. High levels of self-
efficacy have been associated with high levels of
achievement. The level of perseverance devoted to a task
is supported by perceived self-efficacy (Bandura cited by
Shi, 2018). Efficacious teachers “sustain their work
longer” because they anticipate that they will succeed at
the end of the task. Conversely, students with a low
self-efficacy tend to believe that difficult tasks are
not achievable and lack confidence in their abilities
(Bandura cited by Shi, 2018). Schunk (2014) claims that
learners are likely to have low self-efficacy if they
think they have great difficulty in understanding the
academic material while those who feel capable of
understanding the material have a higher self-efficacy.
“Self efficacy determines aspect of task engagement
including which tasks individuals choose to take on, the
amount effort, persistence, and perseverance they
demonstrate with regard to the task, and their feelings
related to the task” (Caraway, Tucker, Reinke, & Hall,
2014).
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Self-efficacy, like other attitudinal behaviors,
encompasses many aspects and one such aspect is
motivational orientations. Chow and Yong (2014) stated
that motivational orientations act as a driving force
that encourages a person to engage in a task.
Motivational orientations consist of several constructs
and among these are intrinsic motivation, extrinsic
motivation, personal relevance, self-efficacy, self-
determination, and assessment anxiety. Intrinsic
motivation is an inner force that motivates students to
engage in academic activities, because they are
interested in learning and they enjoy the learning
process as well (Chow & Yong cited by Jordan, 2018).
Intrinsic motivation is the true drive in human nature,
which drives individuals to search for and to face new
challenges. Their abilities are put to the test and they
are eager to learn even when there are no external
rewards to be won. Students with learning goals of
seeking understanding for mastery of science content and
skills are said to be intrinsically motivated (Chow &
Yong, 2014).
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A growing literature has documented the importance
of research self-efficacy in the research training of
students (Gelso and Lent, 2015). In general, self-
efficacy term represents one’s confidence in being able
to perform a given behavior. It is just not possible to
elucidate aspects of human functioning such as
motivation, learning, self regulation and achievement
without bringing the role played by self-efficacy beliefs
into the discussion (Pajares and Urdan, 2016). Self-
efficacy helps individuals to decide how much effort they
will spend on a task, how long they will persist when
experiencing difficulties, and how resilient they will
appear in detrimental situations (Dinther, 2015).

According to self-efficacy theory, if people
believe that they have the ability to complete
successfully a given behavior, then they are more likely
to engage in that behavior (Phillips and Russell, 2014).

The term self-efficacy was soon extended to research
domain. Forester (2014) defined research self-efficacy as
one’s confidence in successfully performing tasks
associated with conducting research (e.g., performing a
literature review or analyzing data).

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Bieschke (2016) stated that research self-efficacy
is judgments about one’s ability to perform specific
research. Lei (2014) and Uranu and Beck (2015) believed
that research self-efficacy can be defined as confidence
in carrying out research activities from organizing a
research plan to carrying out the research process from
library research and reading to writing and publication.

Mullikin (2017) defined research self-efficacy as
the confidence one has in his or her abilities to perform
research related tasks and activities. Researchers
identified four dimensions for research self-efficacy,
including: data analysis (i.e., confidence in one’s
ability to work with and analyze data), research
integration (i.e., confidence in one’s ability to
integrate one’s research ideas with the existing
literature), data collection (i.e., confidence in one’s
ability to complete data collections tasks such as
training raters and keeping accurate records), and
technical writing (i.e., one’s ability to write research
articles for publication) (Forester et al. 2004). High
research self-efficacy has been connected to both future
research involvement and higher research productivity.

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Unrau and Beck (2015) stated that teachers’ research
self-efficacy increased over the course of a semester. In
relation to gender, results have been inconsistent.
Scientific Research
Scientific research is defined as data collecting
and analysis of the collected data in accordance with a
certain purpose and through systematic processes.
Research is regarded to be the cornerstone of scientific
developments. One of the most characteristic qualities of
the scientific research is that it consists of a number
of steps following each other. The research process
starting with the perception of a problem includes
determining the methods to be followed and fulfilling the
requirements, collecting the data, processing the data,
developing result and recommendations that will form a
solution to a problem based on the data, recording the
process and the result achieved (Llewellyn cited by
Ekici, 2014).
Ekici (2014) observed that the scientific
development levels of the modern countries around the
world which are regarded to be developed are also

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advanced because the countries tend to take being
advanced in science as a basis for ensuring the welfare
and development of the societies. The way to ensure
development in science and to overcome the obstacles
before the countries in the way of becoming a “modern and
developed” society is proportional to the contribution
they provide to the scientific research culture. For
this, it is necessary for societies’ attitudes towards
scientific research to be positive and at an improbable
level (Polat, 2014).

The goal of scientific research is to discover laws
and postulate theories that can explain natural or social
phenomena, or in other words, build scientific knowledge.
It is important to understand that this knowledge may be
imperfect or even quite far from the truth. Sometimes,
there may not be a single universal truth, but rather
equilibrium of “multiple truths.” We must understand that
the theories, upon which scientific knowledge is based,
are only explanations of a particular phenomenon, as
suggested by a scientist. As such, there may be good or
poor explanations, depending on the extent to which those
explanations fit well with reality, and consequently,

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there may be good or poor theories. The progress of
science is marked by our progression over time from
poorer theories to better theories, through better
observations using more accurate instruments and more
informed logical reasoning (Kasula, 2015).

Given that theories and observations are the two
pillars of science, scientific research operates at two
levels: a theoretical level and an empirical level. The
theoretical level is concerned with developing abstract
concepts about a natural or social phenomenon and
relationships between those concepts (i.e., build
“theories”), while the empirical level is concerned with
testing the theoretical concepts and relationships to see
how well they reflect our observations of reality, with
the goal of ultimately building better theories. Over
time, a theory becomes more and more refined (i.e., fits
the observed reality better), and the science gains
maturity. Scientific research involves continually moving
back and forth between theory and observations. Both
theory and observations are essential components of
scientific research. For instance, relying solely on

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observations for making inferences and ignoring theory is
not considered valid scientific research (Polit, 2014).

Depending on a researcher’s training and interest,
scientific research may take one of two possible forms:
inductive or deductive. In inductive research, the goal
of a researcher is to infer theoretical concepts and
patterns from observed data. In deductive research, the
goal of the researcher is to test concepts and patterns
known from theory using new empirical data. Hence,
inductive research is also called theory-building
research, and deductive research is theory-testing
research. Note here that the goal of theory-testing is
not just to test a theory, but possibly to refine,
improve, and extend it (Bhat, 2018).

It is important to understand that theory-building
(inductive research) and theory-testing (deductive
research) are both critical for the advancement of
science. Elegant theories are not valuable if they do not
match with reality. Likewise, mountains of data are also
useless until they can contribute to the construction to
meaningful theories (Konokman, 2015).
Synthesis of Related Literature and Studies

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There is already agreement among researchers
regarding the fact that positive attitudes significantly
affect teachers’ success in conducting action research
(Polat, 2014). Teachers’ attitudes and approaches towards
learning research are of as much importance as their
career success. Akcoltekin (2016) considering the
competencies of individuals in today’s society, there is
a need for problem solving, research-oriented,
questioning, productive, constructive and creative
individuals who can approach incidents as a scientist
(Michael, 2014). Many countries revise their science
programs in order to equip individuals with 21st Century
skills such as cooperation, critical thinking and
creativity (Ravitz, Hixson & Mergendoller, 2014).

In the conception of education of the 21st century,
it is emphasized that raising individuals who can
recognize the problems and have the ability to solve
them, who can use research techniques and have a positive
attitude towards scientific research has come to the
forefront. In order to produce information, the
individual has to have the ability to think
scientifically.
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Konokman, Yelken and Yokus (2015) stated that
acquisition of research qualifications are one of the
most demanded learning outcomes of education faculties.
There is great emphasis on building a research identity
by developing the skills of educators in the department
of education faculties.
Conceptual Framework
Research self-efficacy, research anxiety and
research attitudes towards the conduct of research will
be the conceptual framework of this study. This study
will determine the research self-efficacy, anxiety and
attitude towards research among the secondary school
teachers of Pantabangan National High School.

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Respondents’
Grade Level
Taught, Years
of Teaching
and
Plantilla
Position
Implication
Research
Self-
Efficacy,
Research
Anxiety and
Research
Attitude
Figure 1
Paradigm of the Study
Definition of Terms
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Anxiety refers to the characteristics which a
student perceives as discomforting, to the extent that
productivity may be reduced.
Attitude refers to a persons’ settled way of
thinking or feeling about something, typically one that
is reflected in a person’s behavior.
Scientific Research is a systematic inquiry that
uses disciplined methods to answer questions or solve
problems.
Self-Efficacy refers to one’s confidence in
successfully performing tasks associated with conducting
research.
Statement of the Problem
This study determined the relationship between self-
efficacy, attitude and anxiety among the science teachers
of Pantabangan District.
Specifically, this research sought to answer the
following questions:
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1. How may the profile of the respondents be described
in terms of:
1.1 Grade level taught;
1.2 Years of teaching science; and
1.3 Plantilla position.
2. How may the science teachers of Pantabangan district
be described in terms of;

2.1 Research Self-efficacy;
2.2 Research Attitude and
2.3 Research Anxiety.
3. Is there an interrelationship between self-efficacy,
anxiety and attitude towards science research and
profile of the respondents?

4. Based on the evaluation of science teacher’s
research self-efficacy, research attitude and
research anxiety, what would be the implications of
the study?
Hypothesis
1. There is no significant relationship between self-
efficacy, anxiety and attitude towards science
research among the teachers in Pantabangan District.
Significance of the Study

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This study deals with the relationship between self-
efficacy, anxiety and attitude towards science research
among science teachers of Pantabangan district.
For the Education Program Supervisor, specifically
in Research, this study will provide empirical data on
the interrelationship between research self-efficacy,
research anxiety and research attitude of teachers of
Pantabangan district. Through acquiring such data,
education program supervisor would be able to
conceptualize and implement programs and trainings for
teachers relevant to research.
For the teachers of Pantabangan district will
directly benefit from the result of this study, this will
provide them the opportunity to work on their research
understanding and be able to conduct action research to
address problems encountered in the classroom.
This study is significant to schools because it will
equip teachers with necessary knowledge and skills
essential in conducting research.
This study is also beneficial to students,
especially among the students of Pantabangan district.

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The result of this study will address problems of
students to ensure the achievement of the objectives of
the Department of Education in increasing the attendance
of the students and improving academic achievement.
Future researches could also benefit from this
study. This research will serve as preliminary framework
and as a guide for further studies.
Scope and Delimitations of the Study
This study determined the relationship between
research self-efficacy, research anxiety and research
attitude among science teachers of Pantabangan district.
The respondents of this study were the forty (40) science
teachers in Pantabangan district.
Teachers included in the study as respondents were
purposively chosen.
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CHAPTER II
METHOD
Research Design
This study utilized descriptive survey research.
Bhat (2018) clearly describe descriptive research as
a method that describes the characteristics of the
population or phenomenon that is being studied. This
methodology focuses more on the “what” of the research
subject rather than the “why” of the research subject. In

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other words, descriptive research primarily focuses on
describing the nature of a demographic segment, without
focusing on “why” a certain phenomenon occurs. In other
words, it “describes” the subject of the research,
without covering “why” it happens.

As mentioned in the study of Jordan (2018) survey
research method is designed to obtain information about
the prevalence, distribution, and interrelations of
variables within a population. Survey research method was
utilized in this study to collect data on research self-
efficacy, anxiety and attitude towards research among the
secondary school science teachers of Pantabangan
district.
Participants of the Study
The participants of this study were the forty (40)
science teachers in Pantabangan district.
Materials and Instruments
To determine the interrelationship between research
self-efficacy, research anxiety and research attitude of
science teachers of Pantabangan district, the researcher

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adapted the standardized survey questionnaires from the
study of Rezai and Zamani-Miandashti.
The adapted standardized survey questionnaires
consist of three parts. The first part is the research
self-efficacy and it consist of fifteen item
questionnaires that can be answered through four-point
likert scale, 1 – very low, 2 – Low, 3 – High and 4 –
Very High.
Second part of the standardized survey
questionnaires is the research anxiety which consist of
fifteen item questionnaire that can be answered through
four-point likert scale, 1 – Not agree, 2 – Slightly
Agree, 3 – Agree and 4– Strongly agree.
The last part of the survey questionnaire is the
research attitude which consist of fifteen item
questionnaires that can be answered through five-point
likert scale, 1 – Not agree, 2 – Slightly Agree, 3 –
Agree and 4– Strongly agree.
Data Collection
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The researcher sought permission from the Schools
Division Superintendent to conduct the study.
Then, the researcher also secured permission from
the school principal to administer the survey
questionnaire. After which, concerned teachers were
oriented regarding the nature and purpose of the study.
The researcher gave emphasis that confidentiality of
information will be maintained all throughout the
research process.
The researcher administered the questionnaires to
science teachers of Pantabangan district.
Data gathered were subjected to appropriate
statistical tool.
Data Analysis
Data gathered from this study were subjected to the
following statistical treatments:
1. Research self-efficacy of teachers will be
analyzed using frequency and percentage and
weighted mean with verbal interpretation of:
Weighted Mean Verbal Interpretation

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1.0- 1.75 Very Low
1.76-2.50 Low
2.51-3.35 High
3.26-4.00 Very High
2. Research attitude and research anxiety of
teachers will be analyzed using frequency and
percentage and weighted mean with verbal
interpretation of:
Weighted Mean Verbal Interpretation
1.0- 1.75 Not Agree
1.76-2.50 Slightly Agree
2.51-3.25 Agree
3.26-4.00 Strongly Agree
3. To determine the relationship between research
self-efficacy, research anxiety, research
attitude and profile of the respondents in terms
of gender and education, The Pearson product-
moment correlation was employed.

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CHAPTER III
Presentation, Analysis and Interpretation of Results
Profile of Science Teachers in Pantabangan District
Table 1 the profile of science teachers in terms of
grade level taught, years of teaching science and
plantilla position.
Table 1
Profile of science teachers in terms of grade level
taught, years of teaching science and Plantilla
position.
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Frequency Percentage
Grade Level Taught

Grade 6 20 50.0
Grade 7-10 11 27.5
Grade 11-12 9 22.5
Total 40 100.0
Years of Teaching
0-5 26 65.0
6-10 10 25.0
11-15 2 5.0
16 and Above 2 5.0
Total 40 100.0
Plantilla Position
Teacher I 10 25.0
Teacher II 7 17.5
Teacher III 21 52.5
Master Teacher I 1 2.5
Master Teacher II 1 2.5
Total 40 100.0
Table 1 shows the profile of the respondents in
terms of grade level taught, years in teaching science
and the plantilla position.
When it comes to grade level taught by the
respondents, the data shows that twenty or 50.0% of the
respondents are teaching grade six (6); eleven of the
respondents or 27.5% are teaching grade 7 to 10; nine of
the respondents or 22.5% are teaching grade 11 to 12.

When it comes to years of teaching science, twenty
six or 65.0% of the respondents has an experience of

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teaching science from 0 to 5 years; ten or 25% of the
respondents has 6 to 10 years experience teaching
science, two or 5.0% of the respondents has 11 to 15
years of experience in teaching science and two or 5.0%
of the respondents has 16 and above years of experience
in teaching science.
As per plantilla position of the respondents, ten or
25.0% of the respondents are teacher I; seven or 17.5% of
the respondents are teacher II; twenty one or 52.5% of
the respondents are teacher III; one or 2.5% of the
respondents are master teacher I and one or 2.5% of the
respondents are master teacher II.
Research Self-Efficacy, Research Anxiety and Research
Attitudes
Table 2
Attitudes of Science Teachers in Pantabangan District
Research Self-Efficacy Teachers School Heads

WM VD WM VD
1. The ability to do effective 2.09 Low 2.70 High

electronic data base searching of
the scholarly scientific
literature.
2. The ability to design and 2.22 Low 2.80 High
implement the best measurement
approach for the scientific study.
3. The ability to review a 2.39 Low 2.78 High
particular area of scientific
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theory and research, and write a
balanced and comprehensive
literature review.
4. The ability to effectively 2.26 Low 2.80 High
present scientific findings both
verbally and in written form.
implement the best sampling
strategy for the scientific study.
6. The ability to read and 2.26 Low 2.85 High
understand scientific research
findings and discussions in
academic journals.
7. The ability to choose a 2.22 Low 2.85 High
scientific research design that
will answer a set of research
questions and/or will test a set of
hypotheses.
Table 2, continued
8. The ability to identify 2.17 Low 2.85 High

implications for future research.
9. The ability to interpret and 2.13 Low 2.80 High
understand statistical printouts.
implement the best data analysis
strategy for the scientific study.
11. The ability to formulate a 2.22 Low 2.83 High
clear scientific research question
or testable hypothesis.
12. The ability to identify and 2.35 Low 2.83 High
report limitations of the study.
13. The ability to use various 2.13 Low 2.75 High
technological advances effectively
in carrying out scientific
research.
14. The ability to identify and 2.35 Low 2.73 High
report limitations of the
scientific study.
15. The ability to use various 2.13 Low 2.80 High
technological advances effectively
in carrying out Scientific
research.
Average Weighted Mean 2.22 Low 2.80 High
Research Anxiety
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1. The teacher needs to improve his 2.48 Slightly 3.08 Agree
scientific research skills. Agree
2. The teacher needs to improve his 2.35 Slightly 3.13 Agree
statistical skills in scientific Agree
research.
3. It bothers the teacher that his 2.22 Slightly 2.78 Agree
scientific research may not be Agree
judged as a quality work.
4. When the teacher conducts 2.52 Agree 2.73 Agree
scientific research, He worries
about the possibility of the
manuscript not being accepted for
publication.
5. When reading scientific 2.43 Slightly 2.80 Agree
research articles, the teacher is Agree
apprehensive about being able to
synthesize the findings.
Table 2, continued
6. Teacher produces scientific 2.39 Slightly 3.00 Agree

research that is respected by my Agree
peers.
7. When the teacher conducts 2.48 Slightly 2.78 Agree
scientific research, He worries Agree
about the possibility of using
incorrect data analysis.
8. It bothers the teacher that his 2.43 Slightly 2.85 Agree
scientific research may not be Agree
judged as acceptable by reviewers
for research journals.
9. When the teacher conducts 2.43 Slightly 2.53 Agree
research, he fears that it is poor Agree
compared to others in his field
10. The teacher often feels 2.48 Slightly 2.64 Agree
uncomfortable when discussing Agree
scientific research methods.
11. When working on a scientific 2.30 Slightly 2.43 Slightly
research project, the teacher Agree Agree
experiences anxiety.
12. The teacher is confident when 2.35 Slightly 2.85 Agree
preparing a scientific research Agree
methodology of a study for possible
publication in a referred research
journal.
conducting the data analysis of a Agree
study for possible publication in a
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referred research journal.
writing the theoretical framework Agree
for a research.
15. The teacher is confident when 2.52 Agree 2.95 Agree
writing the conclusions of a study
for possible publication in a
Average Weighted Mean 2.39 Slightly 2.81 Agree

Agree
Research Attitude
1. Scientific research is 3.09 Agree 3.30 Agree

important for me.
Table 2, continued
2. Scientific research should be 2.39 Slightly 3.08 Agree

taught to all students. Agree
3. Many important discoveries are 2.30 Slightly 3.45 Strongly

the result of the scientific Agree Agree
research.
4. Research is very valuable 2.39 Slightly 3.38 Agree
Scientific research is an important Agree
step toward discovering the
universe.
5. Scientific research is an 2.35 Slightly 3.28 Agree
important step toward discovering Agree
the universe.
6. Scientific research is 2.17 Slightly 3.23 Agree
interesting Agree
7. The teacher enjoys conducting 2.35 Slightly 3.05 Agree
scientific research. Agree
8. The skills the teacher has 2.57 Agree 3.05 Agree
acquired in research will be
helpful to him in the future.
9. Doing scientific research is a 2.17 Slightly 1.70 Not
waste of time. Agree Agree
10. 10. Scientific research can help 2.87 Agree 3.35 Agree
expand knowledge.
11. 11. The teacher uses research in 2.22 Slightly 2.95 Agree
his daily life. Agree
12. 12. Scientific research is tedious 2.39 Slightly 2.75 Agree
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task. Agree
13. 13. Scientific research is 2.48 Slightly 2.48 Slightly
important for him. Agree Agree
14. 14. Research should be taught to 2.20 Slightly 3.20 Agree
all students. Agree
15. 15. Many important discoveries are 2.42 Slightly 3.85 Strongly
the result of the scientific Agree Agree
research.
Average Weighted Mean 2.42 Slightly 3.13 Agree

Agree
Table 2 shows the scores in research self-efficacy,
research anxiety and research attitudes.

When it comes to research self-efficacy the
respondents answered the following: statement number one
(1) the ability to do effective electronic data base
searching of the scholarly scientific literature produced
a weighted mean of 2.09 or Low for the science teachers
and an average weighted mean of 2.70 or High for the
school heads ; statement number two (2) The ability to
design and implement the best measurement approach for
the scientific study obtained a weighted mean of 2.22 or
Low for the science teachers and an average weighted mean
of 2.80 or High for the school heads; statement number
three (3) The ability to review a particular area of
scientific theory and research, and write a balanced and
comprehensive literature review yielded a weighted mean

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of 2.39 or low for the science teachers and an average
weighted mean of 2.78 or High for the school heads;
statement number four (4) The ability to effectively
present scientific findings both verbally and in written
form showed a weighted mean of 2.26 or Low for the
science teachers and an average weighted mean of 2.80 or
High for the school heads; statement number five (5) The
ability to design and implement the best sampling
strategy for the scientific study acquired a weighted
mean of 2.26 or Low for the science teachers and an
average weighted mean of 2.93 or High for the school
heads; statement six (6) The ability to read and
understand scientific research findings and discussions
in academic journals attained a weighted mean of 2.26 or
seven (7) The ability to choose a scientific research
design that will answer a set of research questions
and/or will test a set of hypotheses earned a weighted

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heads; statement number eight (8) The ability to identify
implications for future research clinched a weighted mean
2.17 or Low for the science teachers and an average
statement number nine (9) The ability to interpret and
understand statistical printouts produced a weighted mean
of 2.13 or Low for the science teachers and an average
statement number ten (10) The ability to design and
implement the best data analysis strategy for the
scientific study obtained a weighted mean of 2.13 or Low
for the science teachers and an average weighted mean of
2.70 or High for the school heads; statement number
eleven (11) The ability to formulate a clear scientific
research question or testable hypothesis obtained a
weighted mean of 2.22 or Low for the science teachers and
an average weighted mean of 2.83 or High for the school
heads; statement number twelve (12) The ability to
identify and report limitations of the study yielded a
weighted mean of mean of 2.35 or Low for the science
teachers and an average mean of 2.83 or High for the

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school heads; statement number thirteen (13) The ability
to use various technological advances effectively in
carrying out scientific research showed a weighted mean
statement number fourteen (14) The ability to identify
and report limitations of the scientific study acquired a
heads; and for the last statement for research self-
efficacy, statement number fifteen (15) The ability to
use various technological advances effectively in
carrying out Scientific research attained a weighted mean of
2.13 or Low for the science group and an average weighted
mean of 2.80 or High for the school heads. Research self-
efficacy garnered an average weighted mean of 2.22 or Low
2.80 or High for the school heads.

Data shows that science teachers have low self-
efficacy when it comes the ability to do effective
electronic data base searching of the scholarly
scientific literature, ability to design and implement

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best measurement approach for scientific study, ability
to review a particular area of scientific theory and
research, and write a balanced and comprehensive
literature review, ability to effectively present
scientific findings both verbally and in written form,
strategy for the scientific study, ability to read and
in academic journals, ability to choose a scientific
research design that will answer a set of research
questions and/or will test a set of hypotheses, ability
to identify implications for future research, ability to
design and implement the best data analysis strategy for
the scientific study, ability to formulate a clear
scientific research question or testable hypothesis,
ability to identify and report limitations of the study,
ability to use various technological advances effectively
in carrying out scientific research, ability to identify
and report limitations of the scientific study and
ability to use various technological advances effectively
in carrying out scientific research.

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Self-efficacy is about whether an action is to be
started and how much effort will be paid and how much
struggle will put against obstacles and failures. In
other words, self-efficacy is not a concept related to
our abilities and technical skills, but it is a concept
related to the perception whether we can reach our goals.
Bandura as cited by Yilmaz (2018) said that self-efficacy
makes a difference in the way people think, feel and
behave. Low self-efficacy is associated with depression,
anxiety, and despair. Individuals with lower self-
efficacy also have lower self-esteem and they have
pessimistic thoughts about their achievements and
personal growth. Bandura as cited by Shi (2018) self-
efficacious individuals view attainments as under their
control. When teachers believe they are capable of
performing well on conducting research task, they are
motivated to perform well, work harder, and persist in
the task for longer periods of time otherwise, low self-
efficacy will lead low motivation, avoidance of work and
non-persistent in finishing assigned task that will lead
to the non-conduct of any research task. low levels of

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self-efficacy have been associated with low levels of
Shi, 2018). Conversely, teachers with a low self-efficacy
tend to believe that difficult tasks are not achievable
and lack confidence in their abilities (Bandura cited by
Shi, 2018). Schunk (2014) claims that researchers are
likely to have low self-efficacy if they think they have
great difficulty in understanding the research material
while those who feel capable of understanding the
material have a higher self-efficacy. “Self efficacy
determines aspect of task engagement including which
tasks individuals choose to take on, the amount effort,
persistence, and perseverance they demonstrate with
regard to the task, and their feelings related to the
task” (Caraway, Tucker, Reinke, & Hall, 2014).

As for research anxiety the respondents answered the
following: statement number one (1) The teacher needs to
improve his scientific research skills produced a
weighted mean of 2.48 or Slightly Agree for the science
teachers and an average weighted mean of 3.08 or Agree
for the school heads; statement number two (2) The

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teacher needs to improve his statistical skills in
scientific research obtained a weighted mean of 2.35 or
Slightly Agree for the science teachers and an average
weighted mean of 3.13 or Agree for the school heads;
statement number three (3) It bothers the teacher that
his scientific research may not be judged as a quality
work yielded a weighted mean of 2.22 or Slightly Agree
2.78 or Agree for the school heads; statement number four
(4) When the teacher conducts scientific research, He
worries about the possibility of the manuscript not being
accepted for publication showed a weighted mean of 2.52
or Slightly Agree for the science teachers and an average
statement number five (5) When reading scientific
research articles, the teacher is apprehensive about
being able to synthesize the findings acquired a weighted
mean of 2.43 or Slightly Agree for the science teachers
and an average weighted mean of 2.80 or Agree for the
school heads; statement six (6) Teacher produces
scientific research that is respected by my peers

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attained a weighted mean of 2.39 or Slightly Agree for
the science teachers and an average weighted mean of 3.00
or Agree for the school heads; statement number seven (7)
When the teacher conducts scientific research, He worries
about the possibility of using incorrect data analysis
earned a weighted mean of 2.48 or Slightly Agree for the
Agree for the school heads; statement number eight (8) It
bothers the teacher that his scientific research may not
be judged as acceptable by reviewers for research
journals clinched a weighted mean 2.43 or Slightly Agree
2.85 or Agree for the school heads; statement number nine
(9) When the teacher conducts research, he fears that it
is poor compared to others in his field produced a
for the school heads; statement number ten (10) The
teacher often feels uncomfortable when discussing
scientific research methods obtained a weighted mean of
2.48 or Slightly Agree for the science teachers and an

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average weighted mean of 2.65 or Agree for the school
heads; statement number eleven (11) When working on a
scientific research project, the teacher experiences
anxiety obtained a weighted mean of 2.30 or Slightly
Agree for the science teachers and an average weighted
mean of 2.43 or Agree for the school heads; statement
number twelve (12) The teacher is confident when
preparing a scientific research methodology of a study
for possible publication in a referred research journal
yielded a weighted mean of mean of 2.35 or Slightly Agree
for the science teachers and an average mean of 2.85 or
Agree for the school heads; statement number thirteen
(13) The teacher is confident when conducting the data
analysis of a study for possible publication in a
referred research journal showed a weighted mean of 2.17
statement number fourteen (14) The teacher is confident
when writing the theoretical framework for a research
acquired a weighted mean of 2.35 or Slightly Agree for

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or Agree for the school heads; and for the last statement
for research self-efficacy, statement number fifteen (15)
The teacher is confident when writing the conclusions of
a study for possible publication in a referred research
journal attained a weighted mean of 2.39 or Slightly
Agree for the science group and an average weighted mean
of 2.95 or Agree for the school heads. Research anxiety
garnered an average weighted mean of 2.39 or Slightly
mean of 2.81 or Agree for the school heads.

Data shows that science teachers are anxious when it
comes to improving scientific research skills, improving
statistical skills in scientific research, scientific
research may be judged as a quality work, possibility of
the manuscript not being accepted for publication,
apprehensive about being able to synthesize the findings,
scientific research many not be respected by peers,
possibility of using incorrect data analysis, scientific
research may be judged as not acceptable by reviewers for
research journals, research is poor compared to others in
the same field, not confident when preparing a scientific
research methodology of a study for possible publication

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in a referred research journal, not confident when
conducting the data analysis of a study for possible
publication in a referred research journal, not confident
when writing the theoretical framework for a research and
not confident when writing the conclusions of a study for
possible publication in a referred research journal.

This can be attributed to anxiety in conducting
research. Research anxiety can become more detrimental
over time. Anxiety can also affect a teacher’s
performance not only in teaching but also in conducting
scientific or even action research. If a teacher has
anxiety, the teacher might not be able to complete
research tasks or might not feel comfortable asking for
help in conducting research (Dobson, 2014).


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2015).
functioning at any stage in life. For teachers, this
interference is particularly important because they are
in the process of developing research skills to become
successful teachers. The transitions teachers encounter
as a normal part of development often lead to decreased
motivation, performance, and self-perceptions when they
struggle with anxiety. Person who are distracted by
anxiety symptoms struggle to focus on class work, worry
excessively, experience physiological arousal, stomach
aches, headaches, often poor attendance, and subpar
performance (Hess, 2015).

When it comes to research attitudes the respondents
answered the following: statement number one (1)

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scientific research is important for the teacher produced
a weighted mean of 3.09 or Agree for the science teachers
school heads; statement number two (2) Scientific
research should be taught to all students obtained a
for the school heads; statement number three (3) Many
important discoveries are the result of the scientific
research yielded a weighted mean of 2.30 or Slightly
mean of 3.45 or Strongly Agree for the school heads;
statement number four (4) Research is very valuable
showed a weighted mean of 2.39 or Slightly Agree for the
Agree for the school heads; statement number five (5)
Scientific research is an important step toward
discovering the universe acquired a weighted mean of 2.35
statement six (6) Scientific research is interesting

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The teacher enjoys conducting scientific research earned
school heads; statement number eight (8) The skills the
teacher has acquired in research will be helpful to him
in the future clinched a weighted mean 2.57 or Agree for
or Agree for the school heads; statement number nine (9)
Doing scientific research is a waste of time produced a
weighted mean of 1.70 or Not Agree for the science
teachers and an average weighted mean of 2.17 or Slightly
Agree for the school heads; statement number ten (10)
Scientific research can help expand knowledge obtained a
weighted mean of 2.87 or Agree for the science teachers
school heads; statement number eleven (11) The teacher
uses research in his daily life obtained a weighted mean
of 2.22 or Slightly Agree for the science teachers and an

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heads; statement number twelve (12) Scientific research
is tedious task yielded a weighted mean of mean of 2.39
number thirteen (13) Scientific research is important for
teachers showed a weighted mean of 2.48 or Slightly Agree
3.20 or Agree for the school heads; statement number
fourteen (14) Research should be taught to all students
for research attitudes, statement number fifteen (15)
Many important discoveries are the result of the
scientific research attained a weighted mean of 2.26 or
Slightly Agree for the science group and an average
weighted mean of 3.85 or Strongly Agree for the school
heads. Research attitudes garnered an average weighted

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school heads.
Data shows that teachers do not posses positive
attitudes towards research; teachers agree that
scientific research is important, teachers slightly agree
scientific research should be taught to all students;
teachers slightly agree that many important discoveries
are the result of the scientific research, teachers
slightly agree that research is very valuable, teachers
slightly agree that scientific research is an important
step toward discovering the universe; teachers slightly
agree that scientific research is interesting; teachers
agree that the skills the teacher has acquired in
research will be helpful in the future; teachers slightly
agree that doing scientific research is a waste of time;
teachers agreed that scientific research can help expand
knowledge; teachers slightly agree that teachers should
use research in daily life; teachers slightly agree that
scientific research is important; teachers slightly agree
that research should be taught to students and teachers
slightly agree that many important discoveries are the
result of scientific research.

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These attitudes toward research among science
teachers can be attributed to the non development of
positive perspective when it comes to research. According
to Jordan (2018) individuals are the main source of
presence if they grown up appropriately. Positive
attitude towards the conduct of research is essential in
education being a bridge between human and the life is
impressed and shaped by the developments of era, so
education of individuals become important parallel with
the progress and changes in the society.

a teacher may not develop positive attitudes toward
research because many teachers believes that conducting
scientific research is tedious, time consuming and will
take a lot of patience and resources in order to complete
a research task. They could, for example, do not have
time to analyze and question happenings within the
teaching–learning context; show consideration for
feelings and behaviors; keep a regular or daily record of
significant events; share stories about students’
learning; ask colleagues and students’ families for their

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insights; or read professional literature to learn more
about changing the environment and materials to support
students’ learning. At the same time, they have to
reflect, rely upon or critically accept curriculum and
official content (Chen, 2014). Cunliffe cited by Impevedo
and Malik (2016) offers three examples of ways to
stimulate positive perception towards research: an
exercise to help teachers think about the socially
constructed nature of reality; a map to help stimulate
reflective and reflexive practice; and a description and
examples of critically reflexive journaling. To become a
reflective practitioner, “must involve a willingness to
be an active participant in a perpetual growth process.

approach incidents as a researcher (Michael, 2014). Many
critical thinking and creativity and positive attitude
towards research (Ravitz, Hixson & Mergendoller, 2014).

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The most important tool in the development of scientific
research competence in students in science fairs.
Students exhibit their scientific projects during these
science fairs. Teachers are the main factor in increasing
or reducing participation of students in science fairs
(Fisanick, 2015). Teachers play an important role in
terms of informing and guiding students through science
fairs and scientific projects (Blenis, 2015). If teachers
have first-hand experience and information about
scientific research, the interest of students in
scientific research will eventually increase (LaBanca,
2014).
Significant Relationship between Teachers’ Profile and
their Research Self-efficacy, Research Anxiety and
Attitude
Table 3
Relationship between Teachers Profile, Research Self-
Efficacy, Research Anxiety and Attitude
Grade Level Years of Plantilla

Taught Teaching Position
Research Self- Correlation 0.350* 0.147 0.061

Efficacy Coefficient
Sig (2-tailed) 0.027 .101 0.710
N 40 40 40
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Research Correlation
Anxiety Coefficient 0.136 -.225 -.321*
Sig (2-tailed) .402 .163 .043
N 40 40 40
Research Correlation .432** .250 .008

Attitude Coefficient
Sig (2-tailed) .005 .120 .959
N 40 40 40
*Correlation is significant at the 0.05 level (2-tailed)

** Correlation is significant at the 0.01 level (2-tailed)
Research self-efficacy obtained correlation
coefficient of 0.350 in grade level taught, a correlation
coefficient of 0.147 in years and correlation coefficient
of 0.061 in plantilla, this correlation is significant at
the 0.05 level (2-tailed).

Research anxiety produced a correlation coefficient
of 0.136 in grade level taught, a correlation coefficient
of -.225 in years of teaching and a correlation
coefficient of -.321 in plantilla position, this
correlation is significant at 0.05 level (2-tailed).

Research attitude garnered a correlation coefficient
of .432 in grade level taught, a correlation coefficient
of .250 in years of teaching and a correlation
coefficient of .008 in plantilla position, this
correlation is significant at the 0.01 level (2-tailed).

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This data denotes that there is significant
relationship between teachers’ grade level taught and
their research self-efficacy and attitude. The higher the
grade level taught the better the research self-efficacy
and attitude of science teachers. Plantilla of teachers
is significantly related to their research anxiety.
Master teachers tend to have less research anxiety
compared to teacher plantilla.
Cunliffe cited by Impevedo and Malik (2016)
eloquently stated that teachers with higher the grade or
year level taught tends to develop higher research self-
efficacy and positive towards research; this is because
the higher the grade or year level the complex the
research becomes, it enable the teachers to strive harder
in order to develop research skills. In order to
stimulate and sustain positive perception towards
research: an exercise to help teachers think about the
socially constructed nature of reality; a map to help
stimulate reflective and reflexive practice; and a
description and examples of critically reflexive
journaling. To become a reflective practitioner, “must

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involve a willingness to be an active participant in a
perpetual growth process.

Akcoltekin (2016) also mentioned that a teacher who
had been teaching for many years tends to develop more
interest in conducting scientific research; this is
because the teacher has been exposed to various seminars
and workshops in research both in local, national and
international level. Seasoned teachers sees that there is
a need for problem solving, research-oriented,
questioning, productive, constructive and creative
individuals who can approach incidents as a scientist
(Michael, 2014). Many countries revise their science
programs in order to equip individuals with 21st Century
skills such as cooperation, critical thinking and
creativity and positive attitude towards research
(Ravitz, Hixson & Mergendoller, 2014).
Perception of Teachers and School Heads Respondents about
Attitude
Table 4
Significant Difference in the Perception of Teachers and
School Heads about Research Self-Efficacy, Research
Anxiety and Research Attitude
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F Sig Interpretation
Self-Efficacy 31.272** .000 Significant
Research Anxiety 12.154** .001 Significant
Research Attitude 28.544** .000 Significant

**
F is significant at the 0.01 level (2-tailed)
Self-efficacy obtained an F value of 31.272 with
significant difference of .000 at 0.01 level. Research
anxiety garnered an F value of 12.154 with significant
difference of .001 at 0.01 level. Research attitude
produced an F value of 28.544 with significant difference
of .000 at 0.1 level.

The F value of 31.272 with significant difference of
.000 at 0.01 level on self-efficacy can be interpreted
that there is a significant difference in the perception
of teachers and school heads when it comes to research
self-efficacy. The F value of 12.154 with significant
difference of .001 at 0.01 level on research anxiety can
be interpreted that is a significant difference in the
perception of teachers and school heads when it comes to
research anxiety. The F value of 28.544 with significant

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difference of .000 at 0.1 level on research attitude can
research anxiety.
Based on the data, it can also be inferred from the
findings that there is significant difference on the
perception of teachers and school heads on research self-
efficacy, research anxiety and research attitudes.

Bandura as cited by Yilmaz (2018) said that self-
efficacy makes a difference in the way people think, feel
and behave. Low self-efficacy is associated with
depression, anxiety, and despair. Individuals with lower
self-efficacy also have lower self-esteem and they have
pessimistic thoughts about their achievements and
personal growth. Bandura as cited by Shi (2018) self-
efficacious individuals view attainments as under their
control. When teachers believe they are capable of
performing well on conducting research task, they are
motivated to perform well, work harder, and persist in
the task for longer periods of time otherwise, low self-
efficacy will lead low motivation, avoidance of work and
non-persistent in finishing assigned task that will lead

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to the non-conduct of any research task. low levels of
self-efficacy have been associated with low levels of
Shi, 2018). Farenga and Joyce as cited by Desy et al.,
(2013) found that positive engagement scientific research
among teachers can lead to completion of worthy
scientific research.
In agreement with Dobson (2014) research anxiety can
become more detrimental over time. Anxiety can also
affect a teacher’s performance not only in teaching but
also in conducting scientific or even action research. If
a teacher has anxiety, the teacher might not be able to
complete research tasks or might not feel comfortable
asking for help in conducting research.


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2015).
functioning at any stage in life. For teachers, this
interference is particularly important because they are
in the process of developing research skills to become
successful teachers. The transitions teachers encounter
as a normal part of development often lead to decreased
motivation, performance, and self-perceptions when they
struggle with anxiety. Person who are distracted by
anxiety symptoms struggle to focus on class work, worry
excessively, experience physiological arousal, stomach
aches, headaches, often poor attendance, and subpar
performance (Hess, 2015).

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These attitudes toward research among science
teachers can be attributed to the non development of
positive perspective when it comes to research. According
to Jordan (2018) individuals are the main source of
presence if they grown up appropriately. Positive
attitude towards the conduct of research is essential in
education being a bridge between human and the life is
impressed and shaped by the developments of era, so
education of individuals become important parallel with
the progress and changes in the society.

a teacher may not develop positive attitudes toward
research because many teachers believes that conducting
scientific research is tedious, time consuming and will
take a lot of patience and resources in order to complete
a research task. They could, for example, do not have
time to analyze and question happenings within the
teaching–learning context; show consideration for
feelings and behaviors; keep a regular or daily record of
significant events; share stories about students’
learning; ask colleagues and students’ families for their

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insights; or read professional literature to learn more
about changing the environment and materials to support
students’ learning. At the same time, they have to
reflect, rely upon or critically accept curriculum and
official content (Chen, 2014). Cunliffe cited by Impevedo
and Malik (2016) offers three examples of ways to
stimulate positive perception towards research: an
exercise to help teachers think about the socially
constructed nature of reality; a map to help stimulate
reflective and reflexive practice; and a description and
examples of critically reflexive journaling. To become a
reflective practitioner, “must involve a willingness to
be an active participant in a perpetual growth process.

approach incidents as a scientist (Michael, 2014). Many
critical thinking and creativity and positive attitude
towards research (Ravitz, Hixson & Mergendoller, 2014).

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CHAPTER IV
Summary, Conclusions and Recommendations
Summary of Findings
Profiles of the Respondents in terms of Grade Level
Taught, Years of Teaching and Plantilla Position

As per grade level taught by the respondents, the
data shows that twenty or 50.0% of the respondents are
teaching grade six (6); eleven of the respondents or
27.5% are teaching grade 7 to 10; nine of the respondents
or 22.5% are teaching grade 11 to 12.

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When it comes to years of teaching science, twenty
six or 65.0% of the respondents has an experience of
teaching science from 0 to 5 years; ten or 25% of the
respondents has 6 to 10 years experience teaching
science, two or 5.0% of the respondents has 11 to 15
years of experience in teaching science and two or 5.0%
of the respondents has 16 and above years of experience
in teaching science.
As per plantilla position of the respondents, ten or
25.0% of the respondents are teacher I; seven or 17.5% of
the respondents are teacher II; twenty one or 52.5% of
the respondents are teacher III; one or 2.5% of the
respondents are master teacher I and one or 2.5% of the
respondents are master teacher II.
Attitudes
When it comes to research self-efficacy the
respondents answered the following: statement number one
(1) the ability to do effective electronic data base
searching of the scholarly scientific literature produced
a weighted mean of 2.09 or Low for the science teachers
and an average weighted mean of 2.70 or High for the

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school heads ; statement number two (2) The ability to
design and implement the best measurement approach for
the scientific study obtained a weighted mean of 2.22 or
three (3) The ability to review a particular area of
scientific theory and research, and write a balanced and
comprehensive literature review yielded a weighted mean
of 2.39 or low for the science teachers and an average
statement number four (4) The ability to effectively
present scientific findings both verbally and in written
form showed a weighted mean of 2.26 or Low for the
High for the school heads; statement number five (5) The
strategy for the scientific study acquired a weighted
heads; statement six (6) The ability to read and

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in academic journals attained a weighted mean of 2.26 or
seven (7) The ability to choose a scientific research
design that will answer a set of research questions
and/or will test a set of hypotheses earned a weighted
heads; statement number eight (8) The ability to identify
implications for future research clinched a weighted mean
2.17 or Low for the science teachers and an average
statement number nine (9) The ability to interpret and
understand statistical printouts produced a weighted mean
statement number ten (10) The ability to design and
implement the best data analysis strategy for the
scientific study obtained a weighted mean of 2.13 or Low
2.70 or High for the school heads; statement number

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eleven (11) The ability to formulate a clear scientific
research question or testable hypothesis obtained a
heads; statement number twelve (12) The ability to
identify and report limitations of the study yielded a
weighted mean of mean of 2.35 or Low for the science
teachers and an average mean of 2.83 or High for the
school heads; statement number thirteen (13) The ability
to use various technological advances effectively in
carrying out scientific research showed a weighted mean
statement number fourteen (14) The ability to identify
and report limitations of the scientific study acquired a
heads; and for the last statement for research self-
efficacy, statement number fifteen (15) The ability to
use various technological advances effectively in
carrying out Scientific research attained a weighted mean of

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2.13 or Low for the science group and an average weighted
mean of 2.80 or High for the school heads. Research self-
efficacy garnered an average weighted mean of 2.22 or Low
2.80 or High for the school heads.

As for research anxiety the respondents answered the
following: statement number one (1) The teacher needs to
improve his scientific research skills produced a
for the school heads; statement number two (2) The
teacher needs to improve his statistical skills in
scientific research obtained a weighted mean of 2.35 or
Slightly Agree for the science teachers and an average
statement number three (3) It bothers the teacher that
his scientific research may not be judged as a quality
work yielded a weighted mean of 2.22 or Slightly Agree
2.78 or Agree for the school heads; statement number four
(4) When the teacher conducts scientific research, He
worries about the possibility of the manuscript not being

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accepted for publication showed a weighted mean of 2.52
statement number five (5) When reading scientific
research articles, the teacher is apprehensive about
being able to synthesize the findings acquired a weighted
school heads; statement six (6) Teacher produces
scientific research that is respected by my peers
When the teacher conducts scientific research, He worries
about the possibility of using incorrect data analysis
earned a weighted mean of 2.48 or Slightly Agree for the
Agree for the school heads; statement number eight (8) It
bothers the teacher that his scientific research may not
be judged as acceptable by reviewers for research
journals clinched a weighted mean 2.43 or Slightly Agree

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2.85 or Agree for the school heads; statement number nine
(9) When the teacher conducts research, he fears that it
is poor compared to others in his field produced a
for the school heads; statement number ten (10) The
teacher often feels uncomfortable when discussing
scientific research methods obtained a weighted mean of
2.48 or Slightly Agree for the science teachers and an
heads; statement number eleven (11) When working on a
scientific research project, the teacher experiences
anxiety obtained a weighted mean of 2.30 or Slightly
number twelve (12) The teacher is confident when
preparing a scientific research methodology of a study
for possible publication in a referred research journal
yielded a weighted mean of mean of 2.35 or Slightly Agree
for the science teachers and an average mean of 2.85 or

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Agree for the school heads; statement number thirteen
(13) The teacher is confident when conducting the data
analysis of a study for possible publication in a
referred research journal showed a weighted mean of 2.17
statement number fourteen (14) The teacher is confident
when writing the theoretical framework for a research
for research self-efficacy, statement number fifteen (15)
The teacher is confident when writing the conclusions of
a study for possible publication in a referred research
journal attained a weighted mean of 2.39 or Slightly
Agree for the science group and an average weighted mean
of 2.95 or Agree for the school heads. Research anxiety
garnered an average weighted mean of 2.39 or Slightly
mean of 2.81 or Agree for the school heads.

When it comes to research attitudes the respondents
answered the following: statement number one (1)

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scientific research is important for the teacher produced
school heads; statement number two (2) Scientific
research should be taught to all students obtained a
for the school heads; statement number three (3) Many
important discoveries are the result of the scientific
research yielded a weighted mean of 2.30 or Slightly
mean of 3.45 or Strongly Agree for the school heads;
statement number four (4) Research is very valuable
showed a weighted mean of 2.39 or Slightly Agree for the
Agree for the school heads; statement number five (5)
Scientific research is an important step toward
discovering the universe acquired a weighted mean of 2.35
statement six (6) Scientific research is interesting

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The teacher enjoys conducting scientific research earned
school heads; statement number eight (8) The skills the
teacher has acquired in research will be helpful to him
in the future clinched a weighted mean 2.57 or Agree for
or Agree for the school heads; statement number nine (9)
Doing scientific research is a waste of time produced a
weighted mean of 1.70 or Not Agree for the science
teachers and an average weighted mean of 2.17 or Slightly
Agree for the school heads; statement number ten (10)
Scientific research can help expand knowledge obtained a
weighted mean of 2.87 or Agree for the science teachers
school heads; statement number eleven (11) The teacher
uses research in his daily life obtained a weighted mean
of 2.22 or Slightly Agree for the science teachers and an

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heads; statement number twelve (12) Scientific research
is tedious task yielded a weighted mean of mean of 2.39
number thirteen (13) Scientific research is important for
teachers showed a weighted mean of 2.48 or Slightly Agree
3.20 or Agree for the school heads; statement number
fourteen (14) Research should be taught to all students
for research attitudes, statement number fifteen (15)
Many important discoveries are the result of the
scientific research attained a weighted mean of 2.26 or
Slightly Agree for the science group and an average
weighted mean of 3.85 or Strongly Agree for the school
heads. Research attitudes garnered an average weighted

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school heads.
Significant Relationship between Teachers’ Profile and
Their Self-Efficacy, Research Anxiety and Research
Attitude
Research self-efficacy obtained correlation
coefficient of 0.350 in grade level taught, a correlation
coefficient of 0.147 in years and correlation coefficient
of 0.061 in plantilla, this correlation is significant at
the 0.05 level (2-tailed).

Research anxiety produced a correlation coefficient
of 0.136 in grade level taught, a correlation coefficient
of -.225 in years of teaching and a correlation
coefficient of -.321 in plantilla, this correlation is
significant at 0.05 level (2-tailed).

Research attitude garnered a correlation coefficient
of .432 in grade level taught, a correlation coefficient
of .250 in years of teaching and a correlation
coefficient of .008 in plantilla, this correlation is
significant at the 0.01 level (2-tailed).
Perception of Teachers and School Heads Respondents about
Self-Efficacy, Research Anxiety and Research Attitude

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Self-efficacy obtained an F value of 31.272 with
significant difference of .000 at 0.01 level. Research
anxiety garnered an F value of 12.154 with significant
difference of .001 at 0.01 level. Research attitude
produced an F value of 28.544 with significant difference
of .000 at 0.1 level.

The F value of 31.272 with significant difference of
.000 at 0.01 level on self-efficacy can be interpreted
that there is a significant difference in the perception
of teachers and school heads when it comes to research
self-efficacy. The F value of 12.154 with significant
difference of .001 at 0.01 level on research anxiety can
research anxiety. The F value of 28.544 with significant
difference of .000 at 0.1 level on research attitude can
research anxiety.
Conclusions
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1. The study surfaced the profile of the respondents in
terms of grade level taught, years of teaching
science and their plantilla position.
2. Respondents have low self-efficacy, experiences
anxiety and do not posses positive attitude in
conducting scientific research.

3. There is significant relationship between teachers’
grade level taught and their research self-efficacy
and attitude. The higher the grade level taught the
better the research self-efficacy and attitude of
science teachers. Plantilla of teachers is
significantly related to their research anxiety.
Master teachers tend to have less research anxiety
compared to teacher plantilla.

4. There is significant difference on the perception
of teachers and school heads on research self-
efficacy, research anxiety and research attitudes.

5. It can be implied that science teachers in
Pantabangan District has low self-efficacy,
experiences anxiety and do not posses positive
attitudes in conducting scientific research.

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Recommendations
1. Science teachers should always identify their
knowledge and skills in conducting scientific
research. This can be done by accomplishing
questionnaires that will surface the level of their
research self-efficacy, research anxiety and
research attitudes.
2. Science teachers should improve their research self-
efficacy, lessen their anxiety and develop positive
attitudes toward research. These can be accomplished
through conducting learning action cell on the
conduct of scientific research, during this session;
teachers should be encouraged and tasked to produce
a research as one of the outputs of the learning
action cell session.
3. To ensure engagement of science teachers in
conducting scientific research, school heads and the
education program supervisor in research and
planning should conduct technical assistance in
crafting a scientific research. Technical assistance

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should be given to teachers regardless of grade or
year level taught, years of teaching and plantilla
position.
4. Department heads, school heads, education program
supervisor in research and planning should motivate
and encourage teachers participate in focused group
discussion, collegial meeting focusing on the
conduct of research. To motivate and encourage
teachers to participate in focused group and
collegial discussion, conference with department
heads, school heads and education program supervisor
should be given priority in order to assist the
teachers in developing research self-efficacy, lesen
research anxiety and develop positive attitude
towards research.
5. To ensure engagement of teachers in the conduct of
scientific research and to develop self-efficacy,
lesen anxiety and develop positive attitude towards
scienctific research, department heads, experts in
research and education program supervisor in
research and planning should always include seminar,

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workshops and training on the conduct of scientific
research in their programs and projetcs and should
also be included in the school professional
development plan.
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Appendices
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Appendix A
Research Instrument
Adapted from the study of Rezaei and Zamani-Miandshti
1. Grade level taught: ____________________
2. Years of teaching Science:_________________
3. Plantilla Position:________________________
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Research Self-Efficacy Very Low High Very
Low High
1 The ability to do effective
electronic data base searching of
the scholarly scientific literature.
2 The ability to design and implement
the best measurement approach for
the scientific study.
3 The ability to review a particular
area of scientific theory and
research, and write a balanced and
comprehensive literature review.
4 The ability to effectively present
scientific findings both verbally
and in written form.
the best sampling strategy for the
scientific study.
6 The ability to read and understand
scientific research findings and
discussions in academic journals.
7 The ability to choose a scientific
research design that will answer a
set of research questions and/or
will test a set of hypotheses
8 The ability to identify implications
for future research.
9 The ability to interpret and
understand statistical printouts.
0 the best data analysis strategy for
the scientific study.
1 The ability to formulate a clear
1 scientific research question or
testable hypothesis.
1 The ability to identify and report
2 limitations of the study.
1 The ability to use various
3 technological advances effectively
in carrying out scientific research.
1 The ability to identify and report
4 limitations of the scientific study.
.
1 The ability to use various
5 technological advances effectively
in carrying out
. Scientific research.
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Research Anxiety Slig Agr
NotGRADUATE Str
SCHOOL
Agre htly ee ong
e Agre
e
ly 101
Agr
ee
1 The teacher needs to improve his
scientific research skills.
Research Attitude Not Slig Agre Stro
2 The teacher needs to improve his Agre htly e ngly
statistical skills in scientific e Agre Agre
research. e e
3
1 It bothersresearch
Scientific the teacher that his
is important for
scientific
me. research may not be
judged as a quality work.
2 Scientific research should be taught
4 When
to allthe teacher conducts scientific
students.
research, He worries about the
3 Many important discoveries are the
possibility of the manuscript not
result of the scientific research.
being accepted for publication.
4 Research is very valuable
5
5
When reading scientific
Scientific research is an important
research
articles, the teacher is
step toward discovering the
apprehensive about being able to
universe.
synthesize the findings.
6 Scientific research is interesting
6
7
Teacher produces scientific research
The teacher enjoys conducting
that is respected by my peers.
scientific research.
7
8
When the teacher conducts scientific
The skills the teacher has acquired
research, He worries about the
in research will be helpful to him
possibility of using incorrect data
in the future.
analysis.
9 Doing scientific research is a waste
8 It bothers the teacher that his
of time.
scientific research may not be
1 Scientific
judged as research
acceptable canbyhelp expand
reviewers
0 knowledge.
for research journals.
1 The
When teacher uses conducts
researchresearch,
in his
9
1 daily
the teacher
life
he fears that it is poor compared to
1 Scientific
others in hisresearch
field is tedious task.
2 The teacher often feels
1
1 Scientific research is important for
0 uncomfortable when discussing
3 him.
scientific research methods.
1 Research should on be taught to all
1
4
When
students.
working a scientific
1 research project, the teacher
. experiences anxiety.
1 Many
The important
teacher discoveries
is confidentare when
the
1
5 result of the scientific research.
2 preparing a scientific research
. methodology of a study for possible
publication in a referred research
journal.
1 The teacher is confident when
3 conducting the data analysis of a
study for possible publication in a
4 writing the theoretical framework
for a research.
.

5 writing the conclusions of a study
for possible publication in a
. referred research journal.
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Appendix B
Permit to Conduct the Study

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Appendix C
Curriculum Vitae
Jane V. Benigno
PERSONAL INFORMATION:
Date of Birth:
Place of Birth:
Sex:
Civil Status:
Parents:
Employment:
EDUCATIONAL BACKGROUND
Graduate Studies Masters of Arts in Education

major in Science Education
Araullo University
Cabanatuan City, Nueva Ecija
2019
Tertiary
Secondary
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ARAULLOUNIVERSITY

The Problem and Review of Related Literature

Teachers are essential part educational system, they

are entrusted by the public and private organization to

impart knowledge, assist the learners to develop skills,

and help the learners develop skills and attitude toward

self, developing learners holistically leading to

development of life-long learners. In order to achieve

these goals, teachers must be able to posses 21 st century

skills and be able to address problems inside the

Polit (2014) clearly said that teachers are also

seen as the main element in the successful implementation

of the teaching and learning process. They have many

responsibilities and duties both inside and outside the

classroom such as planning the lesson, designing inquiry

activities, forming working groups and assisting students

to acquire needed skills.

students learn and develop. Classroom teachers who have

an impact on students’ lives are those who have a genuine

possess detailed information about instructional

processes and the way students learn and develop (Amedu

cited by Jordan, 2018).

school personnel especially teachers to conduct action

research to strengthen teacher’s research capabilities.

Valdez and Lapinid (2015) stated that in teacher

education programs, action research has become a viable

option in institutions as it provides a contextual base

for candidates to apply their learning inputs in their

respective settings leading to critical reflection and

competencies in the workplace, educational institutions

are aggressively devoting a considerable amount of time

and resources to integrating research training in their

agenda. Ulla, Barrera and Acompanado (2017) clearly

mentioned that in the Philippines, the Department of

Education (DepEd) has issued an order to all of its

school heads, supervisors, and teachers for the adoption

of “the enclosed Basic Education Research Agenda” which

country. The purpose of which is to identify teachers and

department’s concerns and problems, and to recommend

solutions based on the results and findings made. With

professional growth and development as one of the key

result areas for the individual teacher’s performance

commitment and review, doing action research has already

become part of the annual performance appraisal for all

teachers. It comprises five percent of the total score in

the individual teacher’s evaluation. However, doing

action research in the Philippine public elementary and

secondary schools may not be that popular as a number of

these teachers are not equipped with the necessary

knowledge on what action research is and how to do it.

DepEd has been doing significant ways to update and

inform the public school teachers about the importance of

doing research, to their classroom, to the academic

performance of students but many teachers in both

elementary and secondary schools were uninterested and

focused efforts to improve the quality of an organization

conducted by practitioners to gather and analyze data to

improve the teaching-learning process (North Central

Regional Laboratory, 2019).

acquisition of research qualifications are one of the

most demanded learning outcomes of education faculties.

There is great emphasis on building a research identity

by developing the skills of educators in the department