Attitude toward and challenges of doing research: From the perspectives of elementary teachers

The study utilized a qualitative-descriptive and quantitative-descriptive research design to assess the attitudes and challenges faced by public elementary teachers in Delos Remedios Elementary School, Bamban East District, Tarlac Province, in conducting research. Eleven teachers participated, and statistical treatment using weighted means was employed to interpret the data. The study aimed to explore teacher perspectives on research, identify challenges, and propose an action plan to address these issues. Findings revealed that overall, teachers had a very favorable attitude toward research. They highly valued research as beneficial to the teaching-learning process (WM=4.71), a tool for self-reflection (WM=4.57), and a way to explore classroom issues (WM=4.64). However, teachers showed only moderate favor toward research’s impact on teaching and professional development, and notably, they did not see themselves as teacher-researchers (WM=1.29). In terms of challenges, teachers rated most issues as very to highly serious. These included lack of time (WM=4.64), insufficient training (WM=4.79), heavy teaching loads (WM=4.57), and lack of recognition and motivation. Other concerns included limited school support, low proficiency in English, inadequate resources, and unclear research roles. Overall, challenges were rated as very serious (WM=4.07), with only a few, such as not seeing the importance of research, rated as slightly serious (WM=2.29). A proposed action plan was developed focusing on enhancing teachers' research skills, promoting a research culture in schools, and supporting teachers professionally and institutionally. The study concluded that while teachers are positively inclined toward research, they are significantly hindered by structural, institutional, and motivational barriers. Recommendations included the implementation of the action plan, provision of adequate time and resources, regular training, and strong administrative support. Further research on a broader scope was also suggested to validate the findings and enhance research integration in the basic education setting.