Assessing action research competency needs of public secondary school teachers: A basis for capacity building plan

Abstract

Action research is a vital tool for improving teaching practices, refining pedagogies, and promoting the professional growth and development of public school teachers. This study assessed the action research competency needs of 84 public secondary school teachers in one of the schools in Cebu Province Division. Specifically, it examined the teachers’ level of competence in conducting action research, their profile characteristics, the challenges they encountered, and the interventions needed to strengthen their research capabilities. A descriptive research design was employed, utilizing a validated questionnaire as the primary data-gathering instrument. The collected data were analyzed using frequency count, percentage, weighted mean, and Analysis of Variance (ANOVA). Findings revealed that the respondents demonstrated a moderate level of competence in conducting action research across key dimensions such as identifying research problems, gathering and analyzing data, and interpreting findings. Statistical analysis further showed that there were no significant differences in the level of competence when respondents were grouped according to selected profile variables. Despite their moderate competence, the majority of teachers had limited exposure to research-related training and seminars since participants to related training is selective. They also encountered several barriers that hindered their engagement in action research, including inadequate knowledge of research processes, insufficient time due to heavy teaching workload, multiple ancillary responsibilities, and writing anxiety. These findings indicate that while teachers recognize the value of action research and show willingness to participate in research activities, they still need systematic guidance and institutional support. Based on the results, the study concludes that a structured capacity-building plan is necessary to enhance teachers’ research competencies, boost confidence in research writing, and strengthen the culture of evidence-based teaching practices within the school.