Research Competencies Among College Faculty: Basis for Enhancement Program

Carlos Tian Chow  Correos,; Mark Mauris  Cabahug,; Raymart  Gomez,; John Gil  Casimero,; Magnalisa  Bonalos,

Research Competencies Among College Faculty: Basis for Enhancement Program

Raymart Gomez | John Gil Casimero | Magnalisa Bonalos | Mark Mauris Cabahug | Carlos Tian Chow Correos

Discipline: Education

Abstract:

This study examined the competency levels of a group of 40 faculty in the College of Teacher Education at Bohol Island State University-Main Campus in Tagbilaran City, Bohol in various aspects of educational research. The participants were assessed through a survey, and their responses were used to calculate composite mean scores for different domains. This study utilized the quantitative research approach, particularly descriptive survey design focusing on describing the level of research capability among the respondents to be organized, tabulated, and described in the data collection. The findings indicated an overall competent level of knowledge and skills among the participants. They showed competence in areas such as understanding the nature and language of educational research, synthesizing related literature, and conducting interviews/surveys ethically. However, there were areas that could benefit from improvement, such as choosing appropriate research designs, using data analysis software, and turning papers publishable. Recommendations for further development included engaging in professional development activities, collaborating with experienced researchers, and improving writing and presentation skills. By implementing these recommendations, participants can enhance their competency and contribute more effectively to the field of educational research.

References:

Abarro, J. O., & Mariño, W. P. (2016). Research capabilities of public secondary and elementary school teachers in the Division of Antipolo City. International Journal of Scientific and Research Publications,6(6), 407-410.
Caingcoy, M (2020). Research Capabilities, Determinants, and Implication for Continuing Professional Development, Journal of the World Englishes and Educational Practices,2(5), 1-11.DO1:1032996/jweep.2020.2.4.1
Cochran-Smith & Lytle, (1993). Teachers Research and Knowledge. Teachers ‘College Press,1234 Amsterdam Avenue, New York, N.Y. 10027.
Cochran-Smith & Lytle, (1998). Relationships of Knowledge and Practice: Teacher Learning in Communities, Review of Research in Education Vol.24 (1999), pp. 249-305 (57 pages) Published By: American Educational Research Association.
Dadds, (1995). Faculty development. Sage Publications, Inc. https://doi.org/10.4135/9781483345260.
Department of Education. (2017). DepEd Order No. 16, s. 2017: Research Management Guidelines.
DepEd. Elliott, (1991)- Action Research for Educational Change. Journal of Geoscience and Environment Protection Vol.8 No.10, October 30, 2020 DOI: 10.4236/gep.2020.810020.
Foshay, (1994). Curriculum Matrix and Research Trends, San Diego, CA, April 13-17, 1998). PUB TYPE Reports Evaluative (142) -- Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage.
Gallas, (1998). Teacher research as professional development for P–12 educators inthe USA [1], Educational Action Research, 11:2, 301-326, DOI: 10.1080/09650790300200211 To link to this article: https://doi.org/10.1080/09650790300200211
Gonzales, I.B., Corpuz, D.A., and Dellosa, R.M. (2020) Research Capabilities of Public Elementary School Teachers and Management Support of the Schools Division of Nueva Vizcaya, Philippines. Humanities and Social Science Reviews. eISSN: 2395-6518
Hoy et al. (2009). Teachers’ self-efficacy beliefs. In K. R. Wenzel & A. Wigfield(Eds.), Handbook of motivation at school, 627–653.
Huberman, (1996). Qualitative Data Analysis: An expanded sourcebook (2nd edn.), Sage: London & Thousand Oaks, California.
Kemmis & McTaggart, (1988). Action Research on Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_488.
Klassen & Tze (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational research review,12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001.
Loucks Horsley et al, (1998)- The Technology Teacher,2000, http://wwwiteawww.org/mbrsonly/TTT/oct00,pdf.
McTaggart, (1997). Participatory Action Research. State University New York Press, Jan. 1, 1997.
Noffke, (1997). Noffke, S.E. (1997) Professional, Personal, and Political Dimensions of Action Research. Review of Research in Education, 22, 305-343. https://doi.org/10.2307/1167378.
Oja & Smulyan, (1989), - Collaborative action research: A developmental approach. Falmer Press: Philadelphia.
Salde & Mamaoag, (2021), - Salde, K. G., & Mamaoag, N. R. (2021). Research Capability of Senior High School Teachers in Bayugan City Division: Basis for CapabilityBuilding Program. Asian Journal of Research in Education and Social Sciences,3(2), 144-152.
Tamban & Maningas (2020) - Tamban, V.E., & Maningas, O.B. (2020). RESEARCH CAPABILITY OF PUBLIC SCHOOL TEACHERS: A BASIS FOR RESEARCH CAPABILITY ENHANCEMENT PROGRAM. International Journal of Social Sciences, 6, 222-235. DOI:10.20319/pijss.2020.61.222235.
Wong, A. M. (2019). Driving forces of master teachers’ research capability: Towards building a research culture in the division of Romblon, Philippines. International Journal of Advanced Research and Publications,3(7), 92-97.
Zeichner & Noffke, (2001). Practitioner Research. In V. Richardson (Ed.), Handbook of Research on Teaching (pp. 298-332, 4th ed.). Washington DC: American Educational Research Association.