Research Skills of RCC Teachers: Implications for Research Skills Training Recommendations

Abstract

Teachers’ research skills are essential to evidence-based instruction, professional development, and continuous improvement in education. This study assessed the research skills of teachers in Republic Central Colleges and examined whether significant differences existed when they were grouped according to sex and highest educational attainment. Employing a quantitative descriptive-comparative research design, the study used total population sampling among 80 teachers from the elementary, high school, and tertiary departments, of whom 65 responded to the adopted questionnaire. The instrument assessed four dimensions of research skills: problem identification and conceptualization, information and evidence seeking, methodology and data analysis, and writing and reporting results. Descriptive statistics, the Mann–Whitney U test, and the Kruskal–Wallis H test were used to analyze the data. Results showed that the teachers were moderately skilled overall (x̄=3.41). They were highly skilled in information and evidence seeking (x̄=3.60) but moderately skilled in problem identification and conceptualization (x̄=3.40), methodology and data analysis (x̄=3.29), and writing and reporting results (x̄=3.37). Significant differences were found in overall research skills and in three dimensions when grouped according to sex, while no significant difference was found in information and evidence seeking. Significant differences were also found across all research-skill dimensions according to highest educational attainment, with doctorate degree holders reporting the highest skill levels. The findings indicate the need for sustained research training, particularly in methodology, statistical analysis, and research reporting, supported by institutional mentoring and collaborative research opportunities.