ABSTRACT
The main concern of the study was to assess the influence of the research capability on the instructional performance of secondary school teachers in a public vocational high school in Guiguinto, Bulacan during the First Semester of School Year 2019-2020. Results of the regression analysis revealed that research capability in terms of capacity, training, support/assistance, and environment contribute to the instructional performance of the junior and senior teachers but not to a significant extent as evidenced by the Beta coefficients of .087, .375, -.034, and .018 respectively with p-values less than the .05 alpha. Though insignificant, the B coefficient values signify that in every unit increase in the employment of research capability in terms of capacity, support/assistance, and environment will mean .778, 5.823, -1.208, and .611 respective increase in the instructional performance of the respondents. However, the obtained F-ratio of 7.499 is found significant since the associated probability of .000 is less than .05 alpha. The results suggest that the particular variables jointly influence the instructional performance to a significant extent. Thus, the study rejected the null hypothesis which states that research capability does not exert significant influence on the instructional performance of the teachers.
Keywords: Research Capability, Teacher’s Instructional Performance
Introduction
Teaching has been the primary function of higher education institutions since their emergence in the medieval era, and the research function was proposed by the German model in the early 1800s in the hope of integration of teaching and research in Berlin University, academics have believed that research and teaching produce synergy when both are integrated in a university. Conversely, the belief of research integration in the higher educational institution has been challenged by empirical research showing a weak or negligible relationship between teaching and research. Faculty research productivity is a key component to the mission of universities around the world with the aim of being at par with other colleges and universities around the world. In large part, faculty members are hired and promoted because of their expertise and potential for knowledge production (Webber, 2012).
On research productivity, Quimbo (2014) believed that there is a difference in productivity, yet do not have adequate information on how much of the difference is due to individual or institutional characteristics. However, the teaching-research relationship has remained a controversial issue in higher education research and policy practice. Tensions around combining research and teaching tasks affect not only the profile of universities but also the task portfolio of individual academics. A recent international study on the academic profession Changing Academic Profession (CAP) demonstrates a clear trend towards a research-centered task definition at the expense of teaching-centered or a balanced research-teaching model. In many countries, there is an increasing tendency to use research grants to avoid teaching tasks. Major multi-year research grants free academics from most or all teaching.
Furthermore, an increasing proportion of adjunct staff in several countries means that teaching tasks may get ‘contracted out’ and such positions rarely include a research component. On the other hand, it is increasingly difficult to retain an academic position without some research output, which means that the majority of academics nowadays have both teaching and research in their portfolio indeed.
There is broad recognition that faculty members represent one of the most important elements of research capacity for an institution and that university policies, practices, and resources greatly shape the productivity of researchers. The importance placed on higher education within public policy in relation to social and economic development has continued to increase over time. Universities and colleges are now positioned as key institutions that provide the highly educated/skilled human resources required for a rapidly changing economy.
The study aimed to assess the research capability of the teachers and its significant influence on their instructional performance. Also, it provided a detailed description of the strengths and weaknesses of teachers in public schools in conducting scholarly researches.
At the same time, the study described the present level of the research capability of the teachers and the extent of the research conducted towards creating significant changes in their teaching practices.
see PDF attachment for more information