ASSESSING THE SOCIO-ECONOMIC IMPACT OF RESEARCH CAPABILITY TRAINING ON TEACHERS IN A PHILIPPINE SCHOOL DIVISION

This study evaluates the socio-economic impact of a research capability-training seminar conducted for teachers in a Philippine school division. The seminar, organized by the USTP-CSTE faculty departments, aimed to enhance teachers’ competencies in conducting action research and producing research outputs. Three years after its implementation (2020–2023), an impact assessment was conducted to determine whether participation in the seminar contributed to the professional advancement and socio-economic status of the 42 participating teachers. Using a casecontrol study design and systematic random sampling, 38 teachers were selected for analysis. Two variables—research productivity and professional advancement—were examined through interviews and cross-tabulation of responses. Results showed that 87% of participants were promoted within three years, and 65.8% produced at least one research output post-seminar. However, statistical analysis using odds ratio (OR = 1.11, p = 0.88) revealed no significant association between research outputs and promotions, suggesting that other factors beyond research productivity influenced career advancement. While the seminar demonstrated a positive, albeit non-significant, impact on teachers' socio-economic status, the study highlights institutional and structural barriers as critical considerations for future training programs. Recommendations include securing baseline data for robust impact assessments, addressing impediments to research productivity, and aligning training objectives with broader institutional goals. These findings underscore the importance of careful planning and contextual awareness in designing impactful educational interventions.