Basic Education Research Management, Teachers’ Engagement, and Organizational Outcomes in Public Elementary School in the division of Caloocan City: Basis for a Proposed Capability Enhancement Program

Abstract

This study examined the relationship among basic education research management, teachers' engagement in research, and organizational outputs in public elementary schools in the Division of Caloocan City. Specifically, it assessed the level of implementation of research management practices, the extent of teachers' engagement in research activities, and the level of organizational outputs as reflected in school performance and research-related accomplishments. Furthermore, the study determined whether significant relationships existed among the variables and identified areas that require improvement. The study employed a quantitative, descriptive-correlational research design. Data were collected from public elementary school teachers and school administrators using a validated survey questionnaire. Statistical tools such as frequency and percentage, weighted mean, Pearson correlation, and regression analysis were utilized to analyze the data. The findings are expected to reveal that effective basic education research management is associated with higher levels of teachers' engagement in research, which, in turn, contributes to improved organizational outputs. The results may also identify specific research management practices that significantly influence teachers' participation in research and overall school performance. Based on the findings, a Proposed Capability Enhancement Program was developed to strengthen research management systems, enhance teachers' research competencies, promote sustainable research culture, and improve organizational outputs in public elementary schools in the Division of Caloocan City. The study is expected to benefit school administrators, teachers, education policymakers, and future researchers by providing evidence-based recommendations for strengthening research practices and organizational effectiveness in basic education. Results revealed that Basic Education Research Management was Evident (M = 4.15), while Teachers' Engagement was Highly Evident (M = 4.27). Respondents had similar assessments across groups, with no significant differences in most dimensions. The organizational outcomes showed a slight increase in research proposal submissions from 49 to 50. However, while seven proposals were funded and implemented, no proposals received BERF funding in the succeeding period, resulting in no funded research projects. A strong, statistically significant positive relationship was identified between Basic Education Research Management and all dimensions of Teachers' Engagement (r = 0.620–0.703, p < .0001). Although respondents reported moderate challenges in both research management and teacher engagement, these findings informed the development of a comprehensive intervention program aimed at strengthening research culture, enhancing teachers' research competencies, improving research governance, promoting research utilization, and ensuring quality implementation through monitoring and evaluation. The study concluded that Basic Education Research Management is effectively implemented in schools and that teachers demonstrate a high level of engagement in research-related activities. Respondents shared similar perceptions regarding research management and teacher engagement, with no significant differences in their assessments. A strong positive relationship was found between Basic Education Research Management and Teachers' Engagement. The proposed program was evaluated as highly suitable, highly acceptable, and highly implementable, indicating its potential to enhance research management practices and strengthen teacher engagement in schools.