Research Competence, Attitudes, and Challenges of Master Teachers and School Heads in the DepEd Aliaga District: Basis for a Capacity-Building Program

Abstract

This study investigated the research competence, attitudes, and challenges of Master Teachers and school heads in the Department of Education (DepEd) Aliaga District as the basis for a capacity-building program. Using a descriptive-comparative design, the study involved 70 purposively selected respondents composed of 41 Master Teachers and 29 school heads from elementary and secondary schools. A validated questionnaire measured research knowledge, attitudes toward research, and challenges in conducting research. Descriptive statistics and an independent-samples t-test were used to analyze the data at the .05 level of significance. Results showed evident competence in conceptual understanding (M = 3.60), methodological skills (M = 3.55), and research writing (M = 3.57), but data analysis competence was only somewhat evident (M = 3.40). Attitudes toward research were consistently evident in perceived value (M = 3.78), motivation (M = 3.70), confidence (M = 3.55), and commitment (M = 3.65). Challenges were somewhat evident, particularly time constraints (M = 3.20), resource limitations (M = 3.15), technical skills gaps (M = 3.07), and institutional support concerns (M = 2.90). No significant differences were found between Master Teachers and school heads in research knowledge (p = .23) and attitudes (p = .38); however, school heads reported significantly greater challenges (p = .02). The study concludes that the respondents possess a strong foundation for research engagement, but targeted support is needed in data analysis, publication, mentoring, and institutional mechanisms. A role-responsive capacity-building program is proposed to strengthen the district's research culture.