Exposure to Research Training and Research Skills Capacity as Predictors to Motivation to Undertake Research

This study examined how research training exposure and research skills influence the motivation of secondary teachers in the Tagum City Division to conduct research. Anchored in Self-Determination Theory and McClelland’s Three Needs Theory, the research employed a descriptive-correlational design with 279 purposively sampled teachers. Data were collected via a validated survey and analyzed using descriptive statistics, Spearman-rho correlation, and multiple regression. Findings revealed high levels of research training, research skills, and motivation among respondents. Social motivation and intrinsic motivation emerged as primary drivers, surpassing attainment motivation. Correlation analysis showed strong positive relationships between research training, research skills, and motivation, with skills demonstrating slightly greater predictive power. Notably, methodology skills were more influential than information-seeking skills. Among training domains, time for research, ability to attend training, and confidence to undertake research were significant indicators of motivation, whereas training to encourage involvement in research was non-significant.  The study emphasizes the need of planned training to sustain teacher motivation, including integrating research into professional duties with protected time and workload adjustment, enhancing methodology-focused training through hands-on workshop and mentorship, and fostering institutional support via incentives, collaborative networks, and recognition programs. These recommendations align with the DepEd’s research agenda and address identified gaps in training accessibility and methodology competence. By strengthening these areas, schools can cultivate a robust research culture that benefits both educators and students, ultimately advancing evidence-based practices in basic education.