Pedagogical Support and Teachers’ Knowledge in Teaching Practical Research

Teaching research in senior high school requires sufficient knowledge and support for educators to teach research competencies effectively. This study examined the relationship between teachers' learning in teaching research and the support they receive. A descriptive-correlational research design was employed, involving 42 teachers from the 2nd Congressional District of the Division of Negros Oriental. Data were collected through a validated questionnaire, and statistical analysis was performed using mean computation and Spearman’s rank-order correlation. Findings revealed that teachers demonstrated "excellent" knowledge in research components, including identifying and stating the problem, reviewing the literature, and reporting findings. However, their proficiency in understanding, collecting, calculating, and analyzing data was rated "good." Regarding support, the study found that teachers generally received "moderate" provision across all areas. Statistical analysis indicated a strong relationship between teachers’ knowledge and both collegial support and administrative support. Additionally, moderate relationships were observed between teachers’ knowledge and the availability of training programs, research resources, and opportunities to conduct research. Considering these insights, the study recommends enhancing teacher training programs and support structures for the implementing office (Department of Education) and the school administrators.