ACTION RESEARCH WRITING COMPETENCE AND EMOTIONAL RESILIENCE ON THE TEACHERS' TECHNOLOGICAL PROFICIENCY

As stipulated in DepEd Order number 16 series of 2017 which guides the management and conduct of research initiatives at the national down to school level to promote and strengthen the culture of research in basic education. This encourages teachers to conduct action research to improve teaching practices to boost student outcomes. This study addressed the 5 key objectives by determining the competency in action research writing, describing emotional resilience, assessing the technological proficiency, verifying the relationship between action research writing competence and emotional resilience on teachers' technological proficiency, and exploring the best variable that predicts technological proficiency among 111 teachers from the 2 big schools in Maramag, Bukidnon through universal sampling. Questionnaires patterned from different sources were used in this study, validated, and pilot-tested with a Cronbach’s alpha of 0.974. Mean in descriptive statistics, Pearson correlation, and regression were utilized for the analysis. The study revealed that the teachers in Maramag were moderately competent in terms of writing action research. Emotional resilience was found to be resilient. Additionally, they were found to be proficient in technological proficiency. Further, a significant positive correlation between action research writing competence and emotional resilience concerning technological proficiency was found, and data analysis was the best predictor variable in teachers' technological proficiency. Thus, to enhance action research writing competence, teachers need further training, support, and collaboration. Further, the District of Maramag One may provide workshops on emerging technologies such as AI applications in education, ensuring teachers are equipped with the most up-to-date skills.