An Assessment of School Support Systems Shaping Teachers' Research Competence

Abstract

This study aimed to ascertain the school support systems in shaping teachers’ research competence. It utilized a survey questionnaire in gathering data among 30 secondary school teachers in the Department of Education, Division of Bukidnon, Kuya National High School for the School Year 2023- 2024. A descriptive research design utilizing descriptive statistics such as mean, standard deviation, and rank were used to determine the school support systems responsible for shaping teachers’ research competence and to analyze the data obtained from the results of the survey questionnaire. The results indicate that Professional Development Opportunities received the highest mean score (4.48), suggesting a strong agreement among participants. These results suggest that while certain factors contribute more strongly to the overall support system, there is room for improvement in areas such as supportive leadership, research support structure, access to research resources and tools, research ethics and integrity, and time and workload balance. The findings contribute to the existing body of knowledge on effective educational practices. And can inform policymakers, school administrators, and educators in their efforts to create robust support systems that foster a conducive learning environment. Further research is recommended to delve deeper into the specific mechanisms through which each factor influences the overall school support system and to explore potential strategies for improvement.