Development and Piloting of a Research Training Program for Basic Education Teachers

This study developed and evaluated a Research Training Program for Basic Education Teachers in the Kalayaan Sub-Office, Schools Division of Laguna, where research productivity has been relatively low despite national efforts to strengthen research culture in basic education. Grounded in Stufflebeam’s CIPP Model and Adult Learning Theory, the training program was designed to enhance teachers’ action research competencies and support evidence-based teaching and learning practices in line with the Department of Education’s research agenda. A descriptive-developmental design with evaluative and quasi-experimental elements was employed to guide the development, expert validation, pilot implementation, and assessment of the program. Purposive sampling was used to select basic education teachers who participated in the pilot training, as well as experts in curriculum development and educational research who validated the program in terms of objectives, content and relevance, training design and methodology, time management, and materials, resources, and delivery. Data were gathered through validated Likert-scale instruments, performance and output checklists, and pretest–post-test evaluations of action research competencies. Findings showed that the developed Research Training Program possessed clearly defined objectives, coherent and relevant content, adult-appropriate training strategies, and adequate materials and time structure that were all rated at a high to very high level of validity by expert evaluators. Results of the pilot implementation indicated significant improvements in teachers’ performance across key phases of action research, including identifying a research problem, formulating research questions, planning and implementing interventions, analyzing and interpreting data, and documenting and sharing findings. Statistical tests revealed significant differences between pretest and posttest scores, indicating that the program effectively enhanced participants’ action research competencies. Based on the validation results and pilot outcomes, the Research Training Program was judged suitable for adoption as part of the division’s professional development offerings to help cultivate a stronger research culture among basic education teachers. The study recommends institutionalization and scaling of the program, follow-up support for teachers’ research projects, and further longitudinal research on its long-term effects on classroom practice and student learning outcomes. Keywords: Research Training Program, Basic Education Teachers, Action Research Competence, Research Culture, Professional Development.

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