STATEMENT OF THE PROBLEM

The study seeks to explore the research proficiency and challenges encountered by
School Research Coordinator of public basic education institutions.

Specifically, the study sought to answer the following questions:

1. What is the level of Research Proficiency among School Research Coordinator in terms
of:
1.1. Research Knowledge and Theoretical Understanding;
 Sumarni et al. (2021) emphasize the importance of content knowledge,
methodological expertise, and communication skills in preparing teachers to
perform practical research. Sumarni et al. (2021) identified key indicators of
research competency in educators, such as subject mastery, methodological
proficiency, and a results-oriented mindset.
 According to Cain (2015), consistent engagement with published research allows
teachers to contextualize theoretical knowledge and bridge the gap between abstract
concepts and real-world classroom implementations.

1.2. Research Skills and Methodology Application;
 Sumarni et al. (2021) emphasize the importance of content knowledge,
methodological expertise, and communication skills in preparing teachers to
perform practical research. Sumarni et al. (2021) identified key indicators of
research competency in educators, such as subject mastery, methodological
proficiency, and a results-oriented mindset.
 Moriarty (2020) suggests that beginning teacher-researchers seek accessible help
on literature evaluation, research design, and ethical considerations
 Borreo (2023) went on to say that many instructors in the Philippines consider
themselves "slightly competent" in critical tasks including literature research, data
analysis, and outcome evaluation.

1.3. Data Analysis and Interpretation;
  According De Asis et al. (2024), common obstacles include time limits, technical
writing challenges, and a lack of data analytic ability.
 Borreo (2023) went on to say that many instructors in the Philippines consider
themselves "slightly competent" in critical tasks including literature research, data
analysis, and outcome evaluation.
1.4. Research Writing and Publication;
 Khaladov et al. (2022) contend that active publishing indicates research maturity
 Rathert and Okan (2015), publishing not only enhances educational discussion but
also allows teachers to analyze and improve their instructional techniques.
 According De Asis et al. (2024), common obstacles include time limits, technical
writing challenges, and a lack of data analytic ability.
 Leuverink and Aarts (2019) identified the three most typical stumbling components:
framing questions, constructing instruments, and reporting results.

1.5. Use of Technology and Research Skills; and

 Altynbekov et al. (2024) highlight the growing significance of digital research tools,
data analysis, and problem-solving abilities. These skills, they believe, are essential
for improving both instruction and academic research. Altynbekov et al. (2024),
technology, such as online courses and specialized software, is increasingly being
used to improve research skills, which range from problem solving to statistical
analyses.

1.6. Research Mentoring and Facilitation?

 Sumarni et al. (2021) emphasize the importance of content knowledge,
methodological expertise, and communication skills in preparing teachers to perform
practical research. Sumarni et al. (2021) propose using focused training, ongoing
mentorship, and supportive infrastructures to overcome these constraints.
 Mukhatova et al. (2025) emphasize emotional resilience, collaborative networks,
and access to adequate resources as critical components of creating long-term
research ability in schools.
  Vecaldo et al. (2019) identify common barriers such as a lack of mentoring,
restricted time, and insufficient financing, all of which continue to impede teacher-
researchers.
 Békés (2020), effective mentorship relationships increase research involvement,
promote professional development, and enable teachers to confidently pursue
classroom-based inquiry.
 Teachers frequently face tight timetables, little mentoring, and limited financing
(Vecaldo et al., 2019), leaving many unable to achieve competency in areas such as
publication and peer review.

2. What are the challenges encountered by the School Research Coordinators in conducting and
facilitating research in terms of:
2.1. Administrative and Institutional Challenges;
 Roallos (2023) gives several explanations for this, including heavy workloads,
limited time, and a lack of institutional incentives.
 Vecaldo et al. (2019) identify common barriers such as a lack of mentoring,
restricted time, and insufficient financing, all of which continue to impede teacher-
researchers.
 institutional barriers such as time constraints, a lack of resources, and insufficient
administrative assistance remain, as emphasized by Bullo et al. (2021).
 According De Asis et al. (2024), common obstacles include time limits, technical
writing challenges, and a lack of data analytic ability.
 Vergara and Sublay (2024) and Lambirth and Cabral (2017) both highlighted
how teacher workloads, unsupportive cultures, and a lack of time continue to hinder
research engagement.
 However, with the right assistance, such as through action research or
administrative direction (Taghap & Boyonas, 2023), educators can develop into
confident, capable researchers.
 heavy workloads, resource shortages, and insufficient research support systems are
common concerns in these investigations (Abella et al., 2024; Gonzales et al.,
2020).
  Vergara and Sublay (2024), Tarrayo et al. (2021), and Bullo et al. (2021), who
found that logistical and institutional barriers greatly limit teachers' ability to
participate meaningfully with research.
 Teachers frequently face tight timetables, little mentoring, and limited financing
(Vecaldo et al., 2019), leaving many unable to achieve competency in areas such as
publication and peer review.
 Comon and Corpuz (2024) discovered that, while research skill is positively
associated with teacher involvement, other jobs, such as having numerous
coordinatorships, can be a substantial barrier.

2.2. Funding and Resource Constraints;
 Mukhatova et al. (2025) emphasize emotional resilience, collaborative networks,
and access to adequate resources as critical components of creating long-term
research ability in schools.
 Vecaldo et al. (2019) identify common barriers such as a lack of mentoring,
restricted time, and insufficient financing, all of which continue to impede teacher-
researchers.
 institutional barriers such as time constraints, a lack of resources, and insufficient
administrative assistance remain, as emphasized by Bullo et al. (2021).
 heavy workloads, resource shortages, and insufficient research support systems are
common concerns in these investigations (Abella et al., 2024; Gonzales et al.,
2020).
 As Ahmed and Suhag (2024) pointed out, continual professional development
(CPD) is critical for improving research proficiency, but implementation is
hampered by inadequate resources and motivation gaps.
 Teachers frequently face tight timetables, little mentoring, and limited financing
(Vecaldo et al., 2019), leaving many unable to achieve competency in areas such as
publication and peer review.


2.3. Teacher Engagement;

  Mukhatova et al. (2025) observe that when coordinators actively participate in
research, they not only enhance their instructional methods but also function as
change agents inside their institutions.
 Most importantly, many educators experience fear—fear of failure, rejection, and
criticism (Vergara & Sublay, 2024).
 As Ahmed and Suhag (2024) pointed out, continual professional development
(CPD) is critical for improving research proficiency, but implementation is
hampered by inadequate resources and motivation gaps.

2.4. Research Ethic and Compliance;

 Moriarty (2020) suggests that beginning teacher-researchers seek accessible help
on literature evaluation, research design, and ethical considerations
2.5. Data Collection and Analysis; and
 According De Asis et al. (2024), common obstacles include time limits, technical
writing challenges, and a lack of data analytic ability. According to De Asis et al.
(2024), while principals excel in creating titles and rationales, they frequently
struggle when presented with the complexities of data analysis and evaluation.
Meanwhile, De Asis et al. (2024) shown how principals often struggle after the
design phase, particularly when executing and analyzing data.
 Oestar and Marzo (2022) found that teachers commonly make mistakes while
selecting appropriate instruments, encoding data, and drawing relevant conclusions.
 Irfan et al. (2023) discovered that aspiring teachers usually have difficulties in
detecting problems and evaluating data.
 Xu (2024) discovered that secondary school teachers in China had modest research
ability but need to improve in writing, data collection, and statistics.
2.6. Publication and Dissemination?
 Khaladov et al. (2022) contend that active publishing indicates research maturity
 Rathert and Okan (2015), publishing not only enhances educational discussion but
also allows teachers to analyze and improve their instructional techniques.

3. How do these challenges impact their effectiveness in promoting research culture in school?
4. Based on the findings of this study, what training program can be developed in order to
enhance Research proficiency of School Research Coordinators?
 Fuentes (2017) underlines the need of participating in capacity-building activities
such as training sessions, seminars, and workshops in order to develop these
competencies. These opportunities help teachers improve their skills in research
design, implementation, and dissemination, all of which are essential for developing a
strong research culture.
 Sumarni et al. (2021) propose using focused training, ongoing mentorship, and
supportive infrastructures to overcome these constraints.
 According to Roallos (2023), such interventions not only improve teachers'
capabilities but also develop a sense of empowerment and agency.
 Tamban and Maningas (2020) advised institutions to provide particular solutions,
such as technical writing workshops.
 According to Velazco et al. (2023), increasing teachers' research capacity involves a
deliberate effort to address knowledge gaps, influence attitudes, and supply resources.
 Abella et al. (2024), De Asis et al. (2024), and Roallos (2023) provide research
enhancement programs and development projects to encourage a research culture in
education. Others, like Caballero (2023) and Tamban and Maningas (2020),
emphasize capacity-building programs and more administrative assistance to help
teachers develop their research skills.


Importance of this study

 Despite obstacles such as time restrictions and a lack of formal training, many people are
still highly motivated to participate in research because they understand its potential to
alter classroom practice (Roallos, 2023).
 Roallos (2023) highlighted this discrepancy, finding that in some districts, less than 10%
of elementary teachers participate in research activities, despite a strong willingness to do
so.
 Focusing on the Philippine setting, several studies have sought to assess the research
competency of educators from different locations. Caballero (2023) found that teachers
 in Santa Lucia had intermediate research proficiency, which was consistent with the
findings of Tamban and Maningas (2020), who found that moderate technical writing
skills were widespread.
 Similarly, Gonzales et al. (2020) found limited research competency in Nueva Vizcaya.
 Abella et al. (2024) discovered that, while teachers have good knowledge, skills, and
attitudes toward research, their actual output is low. These findings indicate that, while
the seeds of research culture have been planted, they have yet to thrive due to extrinsic
constraints.
 Jacob (2018) discovered that science-oriented schools promote modest levels of research
instruction, although productivity remains low.


Methods Used:
 Rahmadani and Bakri (2024) proposed practical solutions, advocating mixed-methods
approaches (interviews, observations, and surveys) for more in-depth investigation