Teachers’ Self-Efficacy in Action Research
DOI:
https://doi.org/10.5281/zenodo.15171804Keywords:
Action research, self-efficacy, teachersAbstract
This study examined teachers' self-efficacy in action research as a basis for a capacity-building plan in public elementary schools in a large school division in central Philippines for the School Year 2024-2025. Using a descriptive research design, quantitative data were gathered from 140 teacher-respondents through a validated 60-item questionnaire adapted from Linaugo (2017). The questionnaire assessed self-efficacy across five areas: generating research questions, literature review, methodology, findings and analysis, and writing up. Statistical tools such as frequency count, percentage score, mean score, and the Mann-Whitney U test were used for analysis, comparing results based on age, educational attainment, teaching experience, and training participation. Findings revealed that older teachers, those with lower educational attainment, longer teaching experience, and fewer trainings were more prominent among respondents. Overall, teachers demonstrated moderate self-efficacy in most areas of action research but a high level in writing up. Additionally, significant differences were found in self-efficacy based on age, educational attainment, experience, and training, with higher self-efficacy observed among teachers with higher education, more experience, and greater training exposure. These results highlight the need for revitalized action research workshops and capacity-building programs to enhance teachers' research competencies. Aligning with national mandates, the Department of Education should strengthen initiatives that promote research writing among educators to improve the quality of basic education.
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