Research competence, exposure and attitudes toward scientific inquiry among senior high school teachers: Implications for scientific literacy
Paper Details
Research competence, exposure and attitudes toward scientific inquiry among senior high school teachers: Implications for scientific literacy
Abstract
Strengthening teachers’ research competence is essential for promoting scientific inquiry, evidence-based teaching, and scientific literacy among Senior High School learners. This study examined the research competence, research exposure, and attitudes toward research of Senior High School teachers in Katipunan, Zamboanga del Norte, and identified factors influencing their research engagement. A mixed-methods design was employed involving 48 teachers selected through total enumeration during the second semester of School Year 2023–2024. Quantitative data were collected using an adapted questionnaire based on the Attitudes Toward Research Scale and analyzed using descriptive and inferential statistics, while qualitative responses were examined through thematic analysis. The findings showed limited research preparation and exposure: 83.33% had not undertaken research-related subjects, 81.25% had not attended research-related seminars or training, 60.42% had no research development experience, 81.25% had never presented research, and 95.83% had no research publication experience. Despite these limitations, teachers strongly recognized the usefulness of research to their profession (M = 4.60) and demonstrated a positive attitude toward research (M = 3.81). However, they also experienced research anxiety (M = 3.67) and perceived research as difficult (M = 3.49). Their overall research competence was moderately competent (M = 3.90). Research competence was not significantly associated with demographic characteristics or research exposure, but it was significantly related to anxiety (p = 0.023), positivity (p = 0.001), and perceived difficulty (p < 0.001). Limited knowledge, inadequate training, insufficient resources, heavy workloads, and limited time were major barriers. The findings underscore the need for sustained training, mentoring, institutional support, and strategies that reduce research anxiety and strengthen teachers’ capacity to promote scientific literacy.
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