Research Competence and Engagement among Mathematics Teachers in a State University: Basis for Research Training Engagement Program

This study aims to determine the research competence and engagement of mathematics teachers of the West Visayas State University system and their need to improve research capacity among mathematics teachers. Descriptive research design was used and the participants of the study were thirty-five mathematics teachers. Data was gathered using a modified questionnaire. Descriptive statistics were used to measure means and standard deviations. Results revealed that the faculty with ranks of Assistant Professor I-IV are moderately competent in research, and the faculty with more than 10 research-related training sessions demonstrated high research competence. Further, all participants have a positive attitude towards research. Results showed that the research involvement of mathematics teachers with master’s degree, Assistant Professor I-IV ranks, less than 5 research related trainings and a monthly income of less than Php 30,000.00 are “less involved” in research with a mean (M=2.82, M=2.48, M=2.91 and M=2.47), respectively. However, the mathematics teachers who have more than 10 research related trainings, are “moderately involved” in research, with mean (M=4.07) and the rest of the faculty participants are “involved” in research. All participants are extrinsically motivated in conducting research. It is recommended that incentive-based and interest-driven research engagement initiatives such as recognition programs, publication awards, and integration of research output into performance evaluations be initiated by the university. Enhance teachers’ research competence through capacity-building programs focused on practical research skills, ensuring that these programs are accessible, regular, and aligned with the teachers’ professional responsibilities. Strengthening competence is likely to encourage greater engagement, thus leading to a more research-active academic community.