ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Abstract — This study assessed public elementary school teachers’ research capabilities in Pangasinan’s four city divisions in 2022–2023. This investigation will use descriptive correlation. The researcher employed a four-part questionnaire to gather respondents’ profiles, public elementary school teachers’ attitudes toward research, school heads’ support for research, and instructors’ research capabilities. Three hundred ninety-five public elementary school teachers from Pangasinan’s four City Schools Divisions—Alaminos, Dagupan, San Carlos, and Urdaneta— were randomly selected. Slovin’s Formula lowered responses to 395. The questionnaire comprises four parts. Part I collected instructors’ age, sex, civil status, most outstanding educational attainment, years of teaching, relevant training, research done, and research agenda. Shaqfat, Manzoor, Khan, and Mahmood’s Part II evaluated public elementary school administrators’ research orientation, rewards influence, personal interests in research, research use, and research fear (2018). Part III focused on the support provided by school heads to public elementary school teachers in the areas of research, collaboration, challenges, inspiration, and encouragement. The teachers underwent a research evaluation to test their abilities. They had to demonstrate their capacity to conceptualize a research project, create a research problem and hypotheses, search for and identify relevant literature, determine the appropriate research methodology and design, formulate conclusions and recommendations based on the results, evaluate the finished research, and apply the research findings. The socio-demographics of the respondents were determined using frequency counts and percentages. We used the average weighted mean to assess the research attitudes of public elementary school teachers, school heads’ support, and teachers’ research abilities. Coded Pearson Product Correlation and Analysis of Variance (ANOVA) were utilized to determine the difference in respondents’ profiles and research ability. The results showed that most teachers were men in their middle age, married, and had attained a Master’s degree. They held a favorable outlook toward research, placing more importance on its benefits than its utilization. School principals were supportive, mainly when working together, but needed more motivation research. Different teachers displayed different levels of research skills, being good at implementing research findings but requiring enhancement in creating research problems and hypotheses. It is imperative to note that attending relevant training, completing more research projects, and possessing diverse research competencies were found to have a high correlation. Therefore, to uplift teachers’ research skills, there is an urgent need to create a research plan that targets explicitly enhancing their abilities in conceptualization and literature searching. The program aims to improve teaching quality and student outcomes, aligned with the Basic Education Development Plan 2030, through professional development, mentorship, and a rewards system. Continuous support, customized training, and regular monitoring and assessment are imperative for the program’s success. Keywords — Research, Research Capability, Research Ability, Administrative Support