Capability, Motivation, and Attitude in Research Writing: Basis for Faculty Research Development Program in Gen. Tomas Mascardo National High School (GTMNHS)

 Corresponding author: Ma. Jolina N. Litan Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0. Capability, Motivation, and Attitude in Research Writing: Basis for Faculty Research Development Program in Gen. Tomas Mascardo National High School (GTMNHS) Ma. Jolina Nora Litan 1, * and Glore Vi Vinarao Gungog 2 1 Instructor 1, Powerplant Engineering Technology Department, Technological University of the Philippines. 2 Mathematics Junior High School Teacher, Gen. Tomas Mascardo National High School -Imus City. World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 Publication history: Received on 21 September 2025; revised on 27 October 2025; accepted on 30 October 2025 Article DOI: https://doi.org/10.30574/wjarr.2025.28.2.3684 Abstract Research is a crucial aspect of a school's operations that must be cultivated and encouraged to strengthen the education system. The competence of a teacher in research is vital to address pressing societal challenges, starting within the classroom. This study assessed the research proficiency of the teachers at Gen. Tomas Mascardo National High School (GTMNHS), based on Bandura's Self-Efficacy Theory. The researchers obtained relevant information on the demographic characteristics of the teachers, as well as their research competence. Additionally, the study examined the respondents' proficiency and motivation in producing research papers. The results indicated that the teachers exhibited a positive attitude and strong motivation toward engaging in research writing. Nevertheless, their ability to conduct scientific projects was limited. Furthermore, no significant differences were observed in the teachers’ research proficiency when categorized by their demographic characteristics. Conversely, a notable disparity exists between the research proficiency of instructors and their inclination and drive to engage in research writing. The study's findings led to the establishment of a research development program called STRAP (Strengthening Teachers' Research Ability Program). This program offers strategies to effectively address the issues and problems encountered by respondents during the research process. By providing support and guidance to teachers in conducting action research, the school’s research culture is enhanced. Keywords: Research Proficiency; Motivation; Disparity; Development 1. Introduction In the dynamic educational landscape, educators play a pivotal role in shaping students' intellectual and social development. The efficacy of their pedagogical methodologies, adaptability to evolving educational paradigms, and unwavering commitment to continuous learning substantially impact the caliber of education dispensed. At the core of these attributes lies the research acumen of educators, which epitomizes their capacity to engage in systematic inquiry, critically evaluate educational practices, and make substantial contributions to the ongoing refinement of teaching and learning environments. In alignment with Department of Education Order No. 16, s. 2017, and in furtherance of the objectives of the Governance of Basic Education Act of 2001 (Republic Act No. 9155), the Department of Education (DepED) is mandated to continuously strengthen the policies and mechanisms that ensure the delivery of high-quality basic education. Central to this mandate is the responsibility of the department across all governance levels to conduct systematic educational research and studies as the foundational basis for evidence-based reforms and the formulation of responsive, effective policies. The Department of Education (DepED) advocates and fosters evidence-based programs and policies designed to elevate the standard of education for learners, while concurrently improving existing school policies to address the World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 51 essential and pertinent needs of educational stakeholders. The MATATAG agenda, created by the Department of Education (2023), aims to address the fundamental difficulties in basic education, namely MA. Revise the curriculum to ensure its relevance in preparing individuals who are ready for employment, engaged in society, and accountable for their actions. Implement measures to expedite the delivery of the curriculum. The objective is to enhance the quality and accessibility of fundamental educational infrastructure and provisions. Ensure the well-being and proper education of learners: This encompasses promoting student well-being, implementing inclusive education, and establishing a conducive learning environment. Assist educators: The agenda prioritizes the implementation of professional development programs and the advancement of further benefits for teachers. Practically, the MATATAG agenda involves implementing measures such as providing instructors with up-to-date teaching techniques, guaranteeing opportunities for professional advancement, and establishing support networks that go beyond academic assistance. This is a comprehensive initiative designed to enhance the school system and empower all those involved. Encapsulating one of the goals of the MATATAG agenda, it aims to support teachers with researchcapability skills that may be applied in curriculum development, the creation of instructional materials, strategies, and techniques, and the enhancement of the pedagogy. These would lead to the goal of enhancing students’ learning, developing their holistic formation, and promoting effective teaching and learning experiences. In accordance with the national mandate under Department of Education (DepED) policies, all educators are expected to actively engage in research initiatives aligned with the stipulated Basic Education Research Agenda (BERA). Such engagement is not merely encouraged but required as a core component of professional accountability and evidencebased school improvement. Notably, Gen. Tomas Mascardo National High School (GTMNHS) has produced no documented research output in recent years—a critical gap identified during the validation of the Enhanced Basic Education Information System (EBEIS) as a priority area for institutional development. This absence underscores an urgent need to operationalize the national research mandate at the school level and transform policy expectations into tangible scholarly practice. This study investigates the relationship between teachers’ professional experiences and qualifications and their ability to conduct research. Its primary purpose is to develop a practical, evidence-based Research Development Program that can guide and assist teachers as they strengthen their skills and confidence in doing more effectively. The program is designed to help educators develop the skills, confidence, and motivation to engage in research that genuinely connects to their classroom work. When teachers become capable of researching independently, they can explore real challenges they face in teaching and learning. By conducting action research on their lessons, teaching methods, curriculum designs, and assessment strategies, they can generate insights that lead to genuine improvements in classroom practice. In this way, research becomes more than an academic requirement; it becomes a tool for professional growth, school improvement, and innovation in basic education. 2. Literature Review The primary intent of producing research-oriented teachers was achieved through this study, which aims to strengthen the impact of research techniques training. This is particularly significant since teachers are increasingly motivated to utilize evidence-based methods. Tamban ang Maningas (2020) emphasizes that capability enhancement programs should prioritize the evaluation of teachers’ research and technical writing competencies. These fundamental skills enable DepEd teachers to function as effective community members who can foster empowered communities through sustainable programs encompassing higher professional pedagogy, research, extension services, and production programs. According to Caingcoy (2020), instructors demonstrated a modest level of research proficiency and a neutral stance towards it. Nevertheless, they remained strongly motivated to engage in research despite encountering considerable obstacles. The study also found a moderate ability to devise and implement action plans, as well as early signs of coaching expertise. Laguador and Soverano (2022) found that while teachers had a strong preference for positive research attitudes, they could not achieve this professional growth objective without support from school administration. The researchers recommend strengthening these attitudes through training and practical applications. When discussing educational research, the term "attitude" is a complex concept. As Papanastasiou (2015) describes, it examines how individuals think, feel, and act regarding research, i.e., their beliefs, emotional reactions, and value judgments. Although this positive mindset is key to keeping teachers involved and motivated (Papanastasiou, 2015; Wong, 2019), it is only one part of what is needed. A good attitude alone is not enough to make a competent researcher. Teachers also require a solid understanding of research concepts, methods, and procedures. For research practice to become sustainable and meaningful for educators, we must therefore focus on building both the right mindset and the World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 52 right skills. The Department of Education (DepED) has stepped up to meet this need. They established the Basic Education Research Fund (BERF) in 2010 to provide direct financial assistance and formally supported it with DepEd Order No. 24. However, this proposed research aims to address the level of research capability among faculty members at Gen. Tomas Mascardo National High School (GTMNHS), contributing to the filling of knowledge gaps regarding the capacity to conduct research and develop a school-based research training plan. The study used a descriptive developmental design, and the researcher gathered quantitative data to understand the aspects that influence the research capability construct and how they relate to one another. This study draws its theoretical support from Bandura’s Self-Efficacy Theory. The concept of Self-Efficacy, as proposed by Albert Bandura, was employed to establish an understanding of teachers' abilities to conduct research. Bandura’s Self-efficacy Theory, as discussed by Byron-Cox (2023), contends that an individual’s belief in their own abilities is a central determinant of their motivation and the expectations they hold for future outcomes. This belief system is considered a key driver of goal setting, effort, and persistence. Bandura’s Self-efficacy Theory posits that a person's belief in their own skills is a key driver for their motivation, persistence, and choices. Our study aligns with this: we found that teachers' self-confidence is a vital indicator of their ability to initiate and complete the research process. Guided by this insight, a Research Development Program was designed to strengthen faculty members’ selfefficacy, thereby enhancing their overall research competence and productivity. As regards the conceptual framework, this research paradigm was used: Figure 1 Conceptual framework The research focused on identifying the demographic profiles of the respondents, the research capabilities of these teachers, and the factors that influence the teacher-respondents in writing research studies. Then, the teachers’ research capabilities were tested to determine their significant differences in relation to demographic profiles and factors affecting the writing process. From that, the Research and Development Program was proposed. 2.1. Research Questions This study addressed the following research questions: • What is the demographic profile of the teacher respondents in terms of: o Highest Education Attainment o Number of years in the teaching profession o Teacher Rank/Designation World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 53 o Written research in the current post o Number of training/workshops on research attended • What is the level of teachers at GTMNHS to conduct research? • What factors influence teachers in writing research: o Attitudes Toward Research o Motivation to Write Research • Are there significant relationships between teachers’ research capability and the: o Demographic profile o Attitude toward research o Motivation to write research • What research development program can be recommended to address the gap found in the study? 2.2. Hypothesis • Ha: There is a significant difference between the demographic profile, attitude toward research, and motivation to write research in terms of the research capability of teachers. • Ho: The demographic profile, attitude toward research, and motivation to write research in the research capability of teachers are the same. 2.3. Scope and Limitation This study assessed the research capability and influencing factors among 92 teachers at Gen. Tomas Mascardo National High School (GTMNHS) to inform the development of a research development program. This research also focuses on the teacher's attitude toward research and motivation to write research. 3. Research Methodology The study employed a descriptive research design with the primary objective of examining the research capabilities of teacher-respondents in relation to two key influencing factors: their attitude toward research and motivation to engage in research writing. The study's findings served as the basis for designing a Research Development Program to address identified gaps and strengthen faculty research competence. 3.1. Sampling The target population was all 122 teachers at Gen. Tomas Mascardo National High School (GTMNHS) for the 2023-2024 school year. The study used stratified random sampling to create a representative sample across different teaching experiences, academic fields, and qualifications. 3.2. Data Collection A structured questionnaire served as the primary instrument for collecting quantitative data on teachers’ qualifications and research capabilities. The tool was adapted from a previously validated instrument and further modified by the researcher, who added items tailored to the specific context and objectives of this study. The questionnaire covered areas such as academic background, professional certifications, teaching experience, prior research engagement, and perceived barriers to participation in research. 3.3. Ethical Issues Considerations Ethical standards were strictly adhered to throughout the study. All participating teachers provided written informed consent after being fully briefed on the research's purpose, procedures, potential risks and benefits, and their right to withdraw at any time without consequence. To ensure confidentiality and anonymity, all collected data were deidentified: personally identifiable information was separated from responses and stored securely under restricted access. Results were reported exclusively in aggregated form, with no individual responses or identifiers disclosed, thereby safeguarding participants' privacy and upholding the principles of ethical research practice. 3.4. Data Collection The research methodology employed a descriptive approach, utilizing a sample survey design to collect quantitative data from a defined population of teachers within the selected department at Gen. Tomas Mascardo National High School (GTMNHS). The researchers distributed the survey questionnaires to the respondents after obtaining permission World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 54 to survey the principal. Once the data were collected, they were statistically treated, analyzed, and interpreted. From the analysis, a research development program was recommended. 3.5. Data analysis The study's first objective was achieved by applying frequency distribution and percentages to systematically categorize and quantify the respondents, providing a clear demographic overview. To assess respondents' capabilities, attitudes, and motivation to write research papers, the study employed measures of central tendency, specifically the mean (average), and measures of dispersion, including the standard deviation. The study employed inferential statistical techniques, specifically t-tests for binary demographic variables (such as gender) and ANOVA for multi-categorical demographics (including age, marital status, educational attainment, years in the teaching profession, designation, and number of research trainings attended) to determine significant differences in responses. 4. Discussion of Results and Recommendations Table 1 The Faculty Members ' Demographic Profile f Percentage 25-29 27 29.35% 30-34 25 27.17% 35-39 14 15.22% Age 40-44 11 11.96% 45-49 8 8.70% 50-54 4 4.35% 55-60 3 3.26% Sex Male 25 27.17% Female 67 72.83% Single 36 39.13% Marriage Status Married 52 56.52% Separated 1 1.09% Widow 3 3.26% College Graduate 37 40.22% M.A. Undergraduate 42 45.65% Educational Attainment M.A. Graduate 8 8.70% Ph.D Undergraduate 4 4.35% Ph Graduate 1 1.09% 0-3 32 34.78% 4-7 18 19.57% Number of years in 8-10 13 14.13% Teaching Profession 11-14 17 18.48% 15-18 3 3.26% 19-22 9 9.78% Teacher I 66 71.74% Teachers' Rank Teacher II 15 16.30% World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 55 /Designation Teacher III 9 9.78% Master Teacher 1 1.09% School Head 1 1.09% None 26 28.26% Research Training 1-2 41 44.57% Attended 3-4 12 13.04% 5 and above 13 14.13% Table 1 provides a comprehensive overview of the participants’ demographic characteristics, detailing their age distribution, gender composition, marital status, highest educational qualifications, years of teaching experience, professional rank or designation, and the extent of their involvement in research training initiatives. The data show that the most significant proportion of respondents (29.35%) was aged 25-29, while the most minor proportion (3.26%) was aged 55 years and above. These results indicate that the faculty members are predominantly young. Regarding gender, 25 respondents (27.17%) were male and 67 (72.83%) were female. Regarding civil status, the majority were married, comprising 52 individuals (57%), whereas only one respondent (1%) reported being separated. Regarding educational attainment, the largest group (45.56%) was pursuing master’s degrees, while only 1.09% had completed doctoral studies. In terms of teaching experience, the highest proportion of respondents (35% or 32 individuals) had been teaching for 0-3 years. The analysis of respondents’ teaching experience showed that a small percentage (3%) fell within the 15–18-year range. Regarding professional designation, the data indicated that the most significant proportion, 66 individuals (71.74%), was categorized as Teacher I, while the most minor proportion, one individual (1.09%), was classified as Master Teacher I. Most faculty members who participated in research training attended 1-2 training sessions, accounting for 41 instances (44.57%), followed by 3-4 training sessions with 12 cases (13.04%). The demographic profile of the respondents, as reflected in the data, indicates a predominance of young professionals in the early stages of their careers. Additionally, the majority of respondents have achieved a master’s degree as their highest level of educational attainment. Our findings support what others have observed: early-career faculty are often primed to develop research skills. Tarigan and Wimbarti (2011) found that younger professionals bring a strong foundation to research training. This advantage is frequently credited to their active participation and an apparent enthusiasm for learning new things (Punia & Bala, 2021). Research capability is also influenced by educational attainment, as this predictor interacts with the knowledge and professional demeanor an individual has acquired (Berkowitz et al., 2017). Given the high educational attainment of the current respondents, the literature suggests that institutions should encourage these young faculty members to engage in professional development to further enhance their research aptitude and understanding (Zhao, 2017; Wong, 2019). Table 2 Capability of Teachers in GTMNHS to Conduct Research Statement Mean SD Verbal Description Recognizing pertinent issues for research. 2.70 0.72 Capable Composing a well-structured introduction and rationale for my research. 2.51 0.86 Less Capable Searching and synthesizing relevant literature and studies 2.55 0.83 Less Capable Writing a conceptual and theoretical framework 2.43 0.80 Less Capable Formulating precise and relevant research questions 2.53 0.80 Less Capable Identifying the scope and limitations of my research. 2.68 0.81 Capable Determining the valid sample to be used in my research 2.52 0.76 Less Capable Developing a research instrument and the process of validation. 2.46 0.87 Less Capable Choosing the appropriate strategy for gathering data or information about the topic. 2.49 0.79 Less Capable Identifying the ethical issues and considerations in conducting research 2.63 0.86 Capable World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 56 Applying the appropriate statistical analysis for my study. 2.42 0.89 Less Capable Analyzing the result. 2.60 0.93 Less Capable Utilizing different statistical software for my research. 2.47 0.90 Less Capable Interpreting research results judiciously and deriving implications from the findings. 2.52 0.83 Less Capable Writing comprehensive summaries, structured conclusions, and recommendations. 2.58 0.87 Less Capable Citing references in strict adherence to the guidelines. 2.59 0.92 Less Capable Scale 1.00-1.74 Not capable; 1.75-2.49 Less capable; 2.50-3.24 Capable; 3.25-4.00 Very Capable Table 2 shows the research capability level of the respondents. It can be inferred that the highest mean of 2.70 is indicative of recognizing pertinent research issues. The teachers are inclined towards this, as it can be applied and practiced in various fields. Additionally, the respondents can also identify the scope and limitations of the research, with a mean of 2.68. The lowest score was for applying the appropriate statistical analysis for the study, with a mean of 2.42. The data suggested that the respondents were less capable of researching, as they were unfamiliar with most of the research processes. This was parallel to the study of Caingcoy (2020), in which instructors possessed a moderate degree of research competence and maintained a neutral stance towards it. In his study, the respondents demonstrated a motivation to engage in research activities, but they encountered significant challenges during the research process. Additionally, they demonstrated a moderate level of proficiency in action planning. Also, they showed indications of aptitude in coaching. The results suggest a critical need to enhance research productivity, particularly through increased engagement with scholarly publications. While the foundational knowledge and skills required for conducting research appear to be present among teachers, successful completion of studies is not guaranteed. This disparity implies that behavioral and psychological variables interact significantly with capability, thus playing a substantial role in hindering research completion. This finding is also revealed in the study by Alumbro et al. (2015), who found that faculty members are less capable of statistical analysis and the dissemination of research works. Furthermore, practicing and applying what is being learned is much more meaningful as it impacts the development of skills and behavior. Table 3 Attitudes toward research Statement Mean SD Verbal Description Research is helpful for my career. 3.51 0.52 Strongly Agree Research is connected to my field of study. 3.39 0.61 Strongly Agree The skills I have acquired in research will be helpful to me in the future. 3.41 0.61 Strongly Agree Research should be an indispensable part of my professional training. 3.27 0.58 Strongly Agree Research courses make me anxious 2.71 0.70 Fairy Agree Research courses scare me 2.61 0.84 Fairy Agree Research courses are stressful. 2.86 0.75 Fairy Agree The research course makes me nervous 2.65 0.75 Fairy Agree The research course is challenging. 2.95 0.73 Fairy Agree I enjoy my research course(s). 2.75 0.69 Fairy Agree I love research courses. 2.76 0.70 Fairy Agree I find research courses interesting. 2.95 0.69 Fairy Agree World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 57 Research courses are pleasant. 2.89 0.62 Fairy Agree General Mean 2.98 0.68 Fairy Agree Scale 1.00-1.74 Strongly Disagree; 1.75-2.49 Fairly Disagree; 2.50-3.24 Fairly Agree; 3.25-4.00 Agree As illustrated in Table 3, faculty members generally expressed a positive attitude toward research. The overall usefulness of research to the profession received a high General Weighted Mean (GWM) of 2.98, falling within the “Agreed” interpretation range. Analysis of specific items shows that teachers overwhelmingly perceive research as beneficial to their careers. The statement “Research is useful for my career” received the highest mean (M=3.51). Other high-scoring items supporting professional relevance included “The skills I have acquired in research will be helpful to me in the future” (M=3.41) and “Research is connected to my field of study” (M=3.39). In contrast, items related to anxiety received the lowest scores, such as “Research course makes me nervous” (M=2.65) and “Research courses scare me” (M=2.61). Overall, the high-scoring items confirm that teachers recognize the professional utility of research. The present findings are consistent with those of Laguador and Soverano (2022), who also reported that teachers held a significantly favorable attitude toward the practicality of research and demonstrated a strong inclination to engage in research activities. However, Laguador and Soverano’s respondents simultaneously exhibited a significant degree of anxiety regarding research. Furthermore, the previous study noted that teachers with only a bachelor’s degree showed a markedly diminished inclination to value research compared to their counterparts with advanced degrees. The evident positive research attitudes among teachers indicate a strong foundation that requires reinforcement through dedicated training and practical application to foster professional development. Crucially, the literature suggests that achieving research goals requires institutional commitment, as teachers are often unable to fully realize their research potential without robust support from the school administration. Table 4 Motivation to write research Statement Mean SD Verbal Description It enhances my chances for career promotion 3.43 0.60 Strongly Agree It enhances my teaching efficiency. 3.37 0.72 Strongly Agree My school head expects me to come up with action research by the end of the year 2.83 0.76 Agree I want to interact with other teacher researchers. 3.08 0.68 Agree It allows me to outrank other applicants (for promotion). 2.71 0.79 Agree Most of my co-teachers have conducted or plan to conduct action research. 2.87 0.71 Agree My school head will recognize my commitment to doing action research 2.83 0.62 Agree I want to publish action research findings in research journals. 2.93 0.75 Agree It is an interesting and meaningful educational practice. 3.20 0.63 Agree I want to participate and be recognized in the research congress. 2.84 0.72 Agree It allows me to come out financially ahead. 2.85 0.75 Agree I want to demonstrate to my peers that conducting research is not as difficult as it may seem. 2.91 0.69 Agree I have a passion for discovering new knowledge. 3.20 0.58 Agree I feel empowered when I investigate and take action on classroom problems. 3.11 0.64 Agree General Mean: 3.01 0.69 Agree Legend: 1.00-1.74 Undecided, 1.75-2.49 Disagree, 2.50-3.24 Agree, 3.25-4.00 Strongly Agree World Journal of Advanced Research and Reviews, 2025, 28(02), 050–063 58 As presented in Table 4, respondents generally agreed that they possess motivation for writing research, as reflected in a high overall mean (M = 3.01, SD = 0.69). Analysis of specific items revealed that extrinsic motivation related to career advancement was the strongest factor, with the statement “It enhances my chance for career promotion” receiving the highest mean score (M = 3.43, SD = 0.60). Conversely, recognition from school administration proved to be the lowest motivational factor, with “My school head will recognize my commitment to doing action research” scoring the lowest mean (M = 2.83, SD = 0.62). The findings align with Ching (2022), whose study indicated that teachers are motivated to engage in academic writing primarily to document and accurately describe the effective teaching and learning strategies they have utilized. However, Ching also reported that this motivated group demonstrated only an average degree of overall research proficiency. The high motivation scores confirmed that respondents acknowledged the professional importance of research writing. Beyond merely evaluating motivation, however, this study needed to analyze teachers’ research proficiency. This dual assessment guided the researchers in developing a comprehensive schedule of activities specifically tailored for the research training and coaching program. Table 5 The significant relationship between faculty members’ research capability and their demographic, attitude toward research, and motivation to write research profiles Independent Variables Dependent Variable Demographic, Attitude toward Research, and Motivation to Write Research Research Capability Research Capability p-value Remarks Age 0.06 0.56 Not Significant Sex -0.17 0.1 Not Significant Civil Status -0.08 0.45 Not Significant Highest Educational Attainment 0.01 0.93 Not Significant No. of years in the teaching profession -0.06 0.59 Not Significant Teacher rank 0.02 0.87 Not Significant No. of research training 0.04 0.71 Not Significant Attitude 0.27 0.008 Significant Motivation 0.42 0.00027 Significant Significant level at 0.05 Table 5 summarizes the significant relationships between faculty research capability and the three predictor sets: demographics, attitude toward research, and motivation to write research. Specifically, the analysis included seven demographic variables, including age, sex, civil status, highest educational attainment, years in the teaching profession, and teacher rank/designation. Consistent with the findings of Caingcoy (2020), the teachers’ research aptitude showed a substantial negative correlation with both age and total years of employment. This suggests that research aptitude tends to decline as instructors age and accumulate professional experience. Caingcoy further identified key factors—motivation to write research, the number of completed studies (productivity), and age—as crucial components of research competence. Ultimately, the study demonstrated that instructors’ research aptitude can be assessed and anticipated based on their motivation, research productivity, and their age at initial engagement with scholarly inquiry. The results indicate that the null hypothesis (H0) concerning the demographic profile was accepted, suggesting that demographic variables were not significantly related to teachers’ research capability. Conversely, the alternative hypothesis (Ha) was accepted for both attitude toward research and motivation to write research, confirming that these factors do bear a significant relationship with research capability.