Research writing capabilities of master teachers: Basis for capability enhancement plan

Amid growing calls for evidence-based practices in education, the research capabilities of master teachers in basic education remain underexplored. This study addressed the persistent gap in research productivity by assessing their research capability and identifying predictive factors, with the aim of informing a capability enhancement plan for the Department of Education. The study employed an embedded mixed-methods approach in gathering the necessary data. Quantitative data analysis using various statistical tests revealed that master teachers are capable in the following research capability dimensions: technical skills, conceptualizing research problems, and writing the methodology. However, in terms of research data processing and interpretation, they were assessed as only moderately capable. This suggests that the research capability of master teachers is relatively low, which may explain the lack of progressive research productivity. A correlation was found between research capability and the following variables: educational attainment, research output, and mentorship. Qualitative data gathered through focus group discussions generated four themes reflecting the challenges faced by master teachers in conducting research: “knowledge and skill are accrual” (insufficient knowledge and skills); “input to training, output to efficiency” (inadequate training); “time is an element” (time constraints); and “support is an extra mile” (lack of financial and moral support). The results provide a general implication that for any research capability enhancement plan to succeed, the Department of Education must emphasize knowledge, training, and institutional support as essential drivers of research productivity.