Professional Documents
Culture Documents
FOR CONTINUOUS
IMPROVEMENT
THE NAVOTAS NATIONAL HIGH SCHOOL EXPERIENCE
Importance of Research
◦ Based on DepEd Order 39, series of 2016,
research is an important aspect of evidence-
based decision and policy-making. It ensures
continuous improvement and sustains
organizational effectiveness.
Grand Culminating
Activity:
Action Research
Conference and January 20, 2017
Publication of the 1st
NNHS Action Research
Journal
THE LEVELS OF RESEARCH SELF-
EFFICACY AND ANXIETY OF PUBLIC
HIGH SCHOOL TEACHERS FOR
ENHANCED RESEARCH CULTURE
Navotas National High School
Introduction
◦In line with the Basic Education Research
Agenda as stated in DepEd Order 39, s. 2016,
Navotas National High School is intensifying and
institutionalizing action research as a tool for
evidence-based instructional decision-making
and a means to carry out the continuous
improvement program of the Department of
Education.
◦ To work this out, the school needs to
determine the levels of the
teacher’s research self-efficacy
and research anxiety, two
important constructs that need to
be understood to ensure that the
faculty will be provided with
meaningful and relevant capacity-
building and professional
development training that will
equip them with essential
knowledge, skills and attitudes
about action research.
A growing literature has
documented the importance of
research self-efficacy in the
research training of students (Gelso
and Lent, 2000). In general, self-
efficacy term represents one’s
confidence in being able to
perform a given behavior.
According to self-efficacy theory, if
people believe that they have the
ability to complete successfully a
given behavior, then they are more
likely to engage in that behavior
(Phillips and Russell, 1994).
◦The term self-efficacy was soon extended to research
domain. Forester et al. (2004) defined research self-
efficacy as one’s confidence in successfully performing
tasks associated with conducting research (e.g.,
performing a literature review or analyzing data).
◦ On the other hand, research anxiety
refers to the characteristics which a
student perceives as discomforting,
to the extent that productivity may
be reduced (Higgins and Kotrlik,
2006). In the academic domain,
research has demonstrated strong
relationships among various
dimensions of self-efficacy and
anxiety (Shelton and Mallinckrodt,
1991; Griffin, no date).
◦ In order to design meaningful and
relevant capacity-building program on
action research for teachers, the
researchers examine these constructs
of research self-efficacy and research
anxiety. It is hoped that the findings of
this study will provide substantial inputs
in the development of the training
design that aims to enhance the
school’s over-all research culture.
Research Questions
The main purpose of this study is to determine the levels of research self-efficacy and research anxiety of teachers in
a public secondary school in Navotas. Specifically, it will seek to answer the following questions:
1. What is the level of research self-efficacy of junior high school teachers in terms of the following dimensions:
a) Data Collection
b) Data Analysis
c) Research Integration
d) Technical Writing
2. Is there a significant difference between the level of research self-efficacy of male and female junior high school
teachers?
3. What is the level of research anxiety based as revealed by the _______ scale in terms of the following dimensions:
a) Fear of libraries
b) Fear of writing
c) Fear of statistics
d) Fear of Conducting Research
e) Fear of Research Language
f) Fear of Research Courses
g) Perceived Utility and Competence
Methodology
◦ This study will involve 136 permanent teachers of Navotas National High School for school year 2016-2017.
◦ A researcher-made questionnaire will be developed to ascertain the level of research self-efficacy while a
standardized instrument created by Onwuegbuzie (2013) will identify the level of research anxiety of the
teachers. Focus-group discussion will also be utilized to validate findings of the quantitative
◦ A t-test will be used in determining the significant difference between the research self-efficacy and research
anxiety levels of male and female teachers.
◦ Implications will be drawn to develop programs that will further enhance the research culture of the school
and this hopefully will promote evidence-based instructional decision-making practices of teachers.