Capacitating Teachers’ Research Skills Through the Adoption of Project DCBARS (Developing Culture of Basic and Action Research in School) in Del Remedio Elementary School
DOI:
https://doi.org/10.65339/ijsis.V1.I2.71Keywords:
Action Research, Project DCBARS, Research Capabilities, Research Productivity, School Learning Action Cell (SLAC), Teachers, Training Write-ShopAbstract
This study examined the effectiveness of Project DCBARS (Developing Culture of Basic and Action Research in School) in strengthening the research capabilities and productivity of 57 teachers at Del Remedio Elementary School. The intervention was anchored on the Sustainable Development Goals, the STRATA Framework of SDO San Pablo City, and the School-Based DRES Framework and employed a School Learning Action Cell (SLAC)-based training and write-shop model integrating capacity building, proposal development, research implementation and completion, collaboration, and mentorship. Using a single-group experimental design, the study administered pre- and post-intervention assessments and evaluated completed research outputs through quantitative and qualitative approaches. Before implementation, teachers demonstrated moderate overall research skills (M = 2.43, SD = 0.86), with weaknesses in research knowledge, collaboration, and application of findings. After implementation, overall research capability increased to Very High (M = 4.24, SD = 0.69), while submitted proposals and completed studies increased from two each to 23 each. The Wilcoxon Signed-Rank Test confirmed a statistically significant increase in research productivity (W = 0, p < 0.05). Workload, limited time, insufficient training, and confidence were identified as barriers, whereas mentoring, collaboration, and institutional support facilitated research engagement. The study concludes that Project DCBARS effectively strengthened teachers’ research capabilities, productivity, and culture of inquiry, although research dissemination requires further support. Sustaining SLAC-based capacity building, advanced research training, mentorship, institutional support, and dissemination is recommended. The study is directly aligned with SDG 4 (Quality Education) through teacher professional development and improved educational practice and supports SDG 17 (Partnerships for the Goals) through collaboration, peer mentoring, shared expertise, and institutional support. Its sustainability impact lies in institutionalizing continuous research capacity building, collaborative inquiry, and evidence-based practice to support long-term school improvement and a potentially replicable school-based research culture.
References
Adams, D. R., Getha-Taylor, H., & Gooden, S. T. (2021). Improving attitudes toward research through practical engagement: A case study in education. Journal of Education and Learning, 10(2), 45–56. https://doi.org/10.5539/jel.v10n2p45
Baker, T., & Sloan, K. (2018). Building confidence in research: An analysis of teacher-researcher capabilities. Educational Action Research, 26(3), 321–338.
Boncayo, A. B. (n.d.). Capacitating teachers’ research skill through collaborative action research buddies.
Borg, S. (2017). Why do teachers engage in research? International Journal of English Language Teaching, 5(1), 1–19.
Borg, S. (2018). Teachers’ beliefs and classroom practices. ELT Journal, 72(4), 370–380.
Buabeng-Andoh, C. (2016). Teachers’ ICT skills and use as a key factor in using ICT for teaching: A case study of Ghana. International Journal of Education and Development Using ICT, 12(2), 103–112.
Caballero-Jaum, D. E., & Quirap, E. A. (2026). School research culture and teachers’ research capabilities in select public elementary schools. International Journal of Research and Innovation in Social Science, 10(6), 243–252. https://doi.org/10.47772/IJRISS.2026.100600243 DOI: https://doi.org/10.47772/IJRISS.2026.100600243
Chang, Y., & Lee, M. (2017). Time as a barrier: Teachers’ engagement in research during non-teaching hours. Teaching and Teacher Education, 67, 45–53.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. DOI: https://doi.org/10.54300/122.311
DepEd Order No. 13, s. 2015.
DepEd Order No. 16, s. 2017.
DepEd Order No. 39, s. 2016. Adoption of the Basic Education Research Agenda.
DepEd Order No. 43, s. 2015.
Goodwin, A. L. (2018). The changing landscape of teacher education. Asia-Pacific Journal of Teacher Education, 46(2), 95–108.
Guinovart-Pedescoll, M., Palau, R., & Fàbregues, S. (2026). How is teacher research conceptualised, and why does it remain a challenge? A scoping review. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2026.2680940 DOI: https://doi.org/10.1080/02619768.2026.2680940
Hammersley-Fletcher, L., & Lewin, C. (2016). Developing reflective practice. Professional Development in Education, 42(1), 1–13.
Harrison, M. (2019). Teachers’ attitudes toward research: Understanding motivation and perceived relevance. Professional Development in Education, 45(4), 559–574.
Hero, Jesson. (n.d.). An assessment of the research skills and capabilities of senior high school teachers towards the development of research capacity building program. https://www.researchgate.net/publication/375747242_An_Assessment_of_the_Research_Skills_and_Capabilities_of_Senior_High_School_Teachers_Towards_the_Development_of_Research_Capacity_Building_Program?enrichId=rgreq-c54c09587dd9f2d2dd424ad583bbcf58-XXX&enrichSource=Y292ZXJQYWdlOzM3NTc0NzI0MjtBUzoxMTQzMTI4MTIwNTYzNjQ2N0AxNzAwMzcyNzY3MjQ2&el=1_x_3&_esc=publicationCoverPdf
Justol, M. P. T., & Paglinawan, J. L. (2026). Technical support availability and socio-emotional learning competency on research capability of teachers in integrated schools. International Journal of Research and Innovation in Social Science, 10(5), 18–27. https://doi.org/10.47772/IJRISS.2026.100500018 DOI: https://doi.org/10.47772/IJRISS.2026.100500018
Kelchtermans, G. (2017). Professional development and teacher identity. Teachers and Teaching, 23(6), 682–695. DOI: https://doi.org/10.1080/13540602.2017.1379793
Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800 DOI: https://doi.org/10.3102/0034654315626800
Kennedy, M. M. (2020). Does professional development improve teaching? A review of the evidence. Review of Educational Research, 90(4), 681–718. https://doi.org/10.3102/0034654320943062
Leung, C. H. (2020). Enhancing teacher research capacity through structured professional learning. International Journal of Educational Research Open, 1, 100002. https://doi.org/10.1016/j.ijedro.2020.100002 DOI: https://doi.org/10.1016/S2665-945X(20)30002-4
Liu, Y., & Xu, Y. (2020). Enhancing collaborative inquiry: Building a culture of teacher-led research in schools. Professional Development in Education, 46(5), 845–861. https://doi.org/10.1080/19415257.2019.1689521 DOI: https://doi.org/10.1080/19415257.2019.1689521
Mahani, S., & Molki, A. (2012). Enhancing the quality of teaching and learning through action research. Journal of College Teaching & Learning (TLC), 9(3), 209–216. https://bit.ly/3aNkCdk DOI: https://doi.org/10.19030/tlc.v9i3.7086
Managad, R. V., & Ancheta, W. M. C. (2026). From master teachers to master researchers: Examining the relationship between research skills and productivity. International Journal of Learning, Teaching and Educational Research, 25(7), 758–775. https://doi.org/10.26803/ijlter.25.7.34 DOI: https://doi.org/10.26803/ijlter.25.7.34
Martin, S. D., & Kraguljac, M. V. (2021). Learning to do teacher research: The impact of scaffolded inquiry on teacher candidates’ confidence and research practices. Teaching and Teacher Education, 98, 103244. https://doi.org/10.1016/j.tate.2020.103244 DOI: https://doi.org/10.1016/j.tate.2020.103244
Ming, L., & Masuo, D. (2019). Teachers’ perceptions of their research knowledge and the challenges of data analysis. Journal of Educational Inquiry, 23(2), 134–147.
Mockler, N. (2020). Teachers' research and inquiry. Australian Educational Researcher, 47(3), 481–497.
Nguyen, T. M. H. (2021). Teachers’ perceptions of educational research: A review of the literature. Teaching and Teacher Education, 98, 103251. https://doi.org/10.1016/j.tate.2020.103251 DOI: https://doi.org/10.1016/j.tate.2020.103251
Nguyen, T., & Dao, T. (2022). Institutional support as a lever for developing teacher research capacity. Asia Pacific Journal of Education, 42(1), 45–59. https://doi.org/10.1080/02188791.2021.1942876
Organisation for Economic Co-operation and Development (OECD). (2020). Teachers as designers of learning environments: The importance of innovative pedagogies. OECD Publishing. https://doi.org/10.1787/9189c93d-en
Patel, D., & Kim, S. (2021). Understanding systemic barriers to teacher research: A qualitative exploration. Asia-Pacific Education Review, 22(1), 63–75.
Pugach, M. C., Blanton, L. P., & Boveda, M. (2020). Action research and practitioner inquiry as tools for inclusive teaching. Review of Research in Education, 44(1), 312–341. https://doi.org/10.3102/0091732X20907314
Republic Act No. 9155. (2001). The Basic Education Governance Act of 2001.
Schmid, R. F., & Petko, D. (2020). Teacher collaboration in schools: A review of the evidence. Educational Research Review, 31, 100381. https://doi.org/10.1016/j.edurev.2020.100381
Schreiner, L. A. (2019). Thriving in practice: Professional learning and teacher agency. Journal of Educational Change, 20(4), 487–507.
Smith, J., & Peters, R. (2017). Institutional enablers and constraints in teacher research. International Journal of Educational Research, 82, 79–88.
Stutchbury, K., & Fox, A. (2019). Creating communities of research practice in teacher education. Teacher Development, 23(5), 601–618. https://doi.org/10.1080/13664530.2019.1651982
Tahir, S. Z. A., & Qadir, A. (2021). Developing a research culture in schools: The role of school leadership. International Journal of Educational Management, 35(2), 395–409. https://doi.org/10.1108/IJEM-05-2020-0264 DOI: https://doi.org/10.1108/IJEM-05-2020-0264
Tan, M., & Nolan, A. (2022). Navigating teacher research: Challenges, learning, and professional identity. Australian Journal of Teacher Education, 47(1), 18–34. https://doi.org/10.14221/ajte.2022v47n1.2 DOI: https://doi.org/10.14221/ajte.2022v47n1.2
Tarrayo, V. N., Hernandez, P. J. S., Claustro, J. M., & Angelica, S. (2021). Research engagement by English language teachers in a Philippine university: Insights from a qualitative study. Asia-Pacific Social Science Review, 21(3). DOI: https://doi.org/10.59588/2350-8329.1387
Teaching and Teacher Education. (2026). A systematic review and meta-analysis of performance-based differences between expert and novice teachers across knowledge, skill, and judgment. Teaching and Teacher Education, 103, Article 103123. https://doi.org/10.1016/j.tate.2026.103123 https://www.bing.com/search?q=%22https%3A%2F%2Fdoi.org%2F10.1016%2Fj.tate.2026.103123%22&utm_source=copilot.com
Thomas, G., & Pring, R. (2021). Evidence-based practice in education: Concepts and critiques. Routledge.
Van Katwijk, L., Berry, A., Jansen, E., & van Veen, K. (2019). Teachers’ feedback: The missing link in professional learning. Teaching and Teacher Education, 82, 1–12.
Voogt, J., Pieters, J., & Handelzalts, A. (2016). Teacher collaboration in curriculum design. Teaching and Teacher Education, 58, 31–38.
Walker, G., & Lee, J. (2018). Mentoring and professional growth in teacher research: Towards a sustainable model. Educational Research and Evaluation, 24(5–6), 315–330.
Zein, S. (2021). Building teacher identity through action research: A professional development model. Teacher Development, 25(3), 275–289. https://doi.org/10.1080/13664530.2021.1911993
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jason P. Ricaforte, EdD (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
