Proponent JASMIN S.

VILLANUEVA

Program EdD

Proposed Topic/Title Research Attitude, Readiness and Skills of

DepEd Teachers: A Basis for a Research
Program

Introduction
Research is being defined in various
ways. It may be defined as a scientific
investigation of phenomena which includes
collection, presentation, analysis and
interpretation of facts that links man’s
speculation with reality (Calmorin, L. &
Calmorin, M. (2004). In addition, Swindoll
(2012) considers research as the process of
collecting and analyzing information to widen
people’s comprehension of the subject that is
being studied.

As teachers of the 21st century, it is

undeniable that each faculty should participate
in the quadropological function of any
academic institution- instruction, production,
extension and research. Although teaching
profession demands much time, it is still a call
for professional enhancement the involvement
 of teachers in research writing. Teaching
should be an evidence-led and research-based
profession ( Zuljan & Vogrince (2010) as cited
by Sison (2017); thus, according to Hine
( 2003), teachers and school administrators
need to become involved in professional
development activities and one of these is
being involved in research.

Motivation of the Researcher

In the study of Johnson and Button in
2000, they found that action researches are the
third way of training teachers for teacher
quality. Furthermore, Tomlinson (1995) states
that action research as a form of teacher
development also increases the sense of
professionalism in education.

However, there are several factors why

teachers fail to be involved in research. Some
of these are their attitude, readiness and skills
in research writing. It is in this light that the
researcher is prompted to conduct this study.

There are various studies as regards the

Research Gap
readiness of the students in developmental
writing class. In the study conducted by
Sacher (2016), she found out that by
combining self-regulated strategy development
with peer and teacher feedback,
 developmental writing students will receive a
combination of cognitive and affective support
and be able to raise writing achievement,
improve motivation and self-efficacy in writing,
and develop more positive writing experience.
But, what about if the teacher himself/herself is
not ready or confident to write? How will he/she
develop his/her confidence in research writing?

Atay (2006) posited that teachers do not

conduct research because they do not have
enough time and training in conducting
research. It was supported by the study of Borg
( 2009) that teachers’ research outputs are
limited because they are not ready to conduct
one due to lack of knowledge and practical
skills. Furthermore, Manalili ( 2016) found out
that even though Science teachers believe that
their educational attainment and educational
activities they had attended prepared them to
conduct research, their confidence in
performing the steps in research revealed that
they were not totally confident and still hesitant
to conduct research. It was also revealed that
teachers conducted research only to comply
with the requirements of their graduate courses.

Statement of the Problem

This study seeks to determine the
attitude, readiness and skills of DepEd teachers
in writing research to be used as a benchmark
 for a Research Program.

Specifically, it aims to answer the

following questions:

1. how may the attitude of the teachers

towards writing research as regards
research usefulness, positive attitude,
relevance to life, difficulty of research
and research anxiety be described?;
2. how may the readiness of the teachers
in writing research in terms of
educational attainment, educational
activity attended and level of confidence
be assessed?;
3. how may the skills of the teachers in
writing research be evaluated;
4. is a significant relationship among the
readiness, attitude and skills of the
DepEd teachers in writing research?;
and,
5. how may a research program be
designed based on the findings of the
study.

Research Design Mixed- method specifically sequential

explanatory

Respondents/ Participants DepEd teachers in Magalang, Pampanga

Research Method For the quantitative part
1. The researcher will ask permission from
the authorities. After securing the
approval, the researcher will distribute
the questionnaires to the respondents.
To assure that every item will be
accurately answered, the researcher
may interview the respondents relative
to the items in the research instrument.
Through this procedure, the researcher
may explain the items in the research
instrument.
2. The data will be gathered, tallied and
will be analyzed with the appropriate
statistical treatment.
For the qualitative part
1. After tabulating the results, those
respondents who got significant results
in the attitude, confidence and skills will
be subjected to a semi-structured in-
depth interviews and following
Collaizzi’s method to generate insights
before the crafting of the research
program.
2. All data will be analyzed to derive with
open codes, axial codes and themes.