Abstract:
Action Research is utilized as an aid to any educational innovation and a tool for knowledge building. It is imperative to promoting evidence-based decision and policy-making at different levels of school governance which address issues and challenges in the school settings; support professional learning; establish networks of information and professional support; introduce change by clarifying priorities, purposes and processes; enhance understanding of professional and policy context to manage the school strategically and effectively; and improve self-efficacy and voice within the school and more widely within the profession. The study aimed to examined science teacher's competence and behavior in the conduct of action research in Schools Division of San Jose del Monte Bulacan which serves as basis for crafting a teachers' research manual. This study utilized descriptive - evaluative design and correlation design. Total enumeration in the selection of one- hundred seventy-two (172) public school teachers which includes one hundred fifty (150) science teachers from Junior High School and Senior High School and twenty-two (22) school administrators was employed. Results revealed that majority of science teacher-respondent belongs to age bracket 31-40 years old, male science teachers, 6- 10 year of teaching, Teacher I, with Master's Unit, and attended school level related research training. Science teachers' level competence assessed by School Administrators and teachers themselves in terms of research conceptualization, research method and design, data gathering procedures, data processing, and data analysis shows that are indeed competent. In addition, level of behavior in the conduct of action research as assessed by School Administrators and teachers as regards to self- efficacy, teamwork, result focus and written communication revealed moderately observed; Moreover, there is a significant difference in the assessment of the two groups of respondents on the teacher's competence and their behavior in conducting action research. More so, there is significant relationship between the teacher's competency and their behavior in conducting action research when grouped according to profiles. Cognizant to, there is significant relationship between teacher's competency and their behavior in conducting action research. It was also observed that science teachers experienced very challenging duties and responsibilities in school, doing a quantitative and qualitative, no mentor in conducting research, knowledge in crafting research questionnaire and digesting literature and no access to reference materials, process of proposing research is very tedious and rigorous" and no support from the management. Thus, it is recommended adapt the crated research manual for basic education science teachers would raise research productivity, culture of research and attitude in conducting action research.
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