Exploring the Research Drive: Unveiling Motivation, Attitude, and Self-Efficacy among Public High School Teachers

This study endeavors to pinpoint the factors influencing research self-efficacy, a vital aspect requiring reinforcement among high school educators. Specifically, the research delves into the intricate dynamics of research self-efficacy, motivation, and attitude among secondary public-school teachers in Region 4-A, with a specific focus on Cavite, Philippines. Utilizing descriptive correlational research design, data were collected 115 public high school teachers selected via convenience sampling. The survey instrument comprised three sections: Self-efficacy in Research Methods and Statistics (SERMS), Research Attitude Scale (adapted from Shafqat et al., 2018), and Research Motivation Scale (adapted from Landicho, 2020). Results revealed that teachers exhibited high levels of attitude towards research, alongside both intrinsic and extrinsic motivations. However, they reported lower levels of research self-efficacy. Mann-Whitney tests unveiled significant disparities in attitude, intrinsic motivation, and extrinsic motivation between Junior High School and Senior High School teachers while research self-efficacy showed no notable difference. Furthermore, Kendall’s Tau tests identified highly significant positive relationships among research self-efficacy, attitudes, and intrinsic and extrinsic motivations. These findings are pivotal, serving as foundational data for future interventions aimed at enhancing teachers’ research skills. They also inform the development of tailored research programs to address the specific needs of high school educators.