From Master Teachers to Master Researchers: Examining the Relationship between Research Skills and Productivity

Research plays an important role in strengthening evidence-based educational practice. However, limited empirical evidence explains how Master Teachers’ research skills are associated with their research productivity. Thus, this study examined the research skills, research productivity, and the relationship between these variables among public elementary school Master Teachers in the three school divisions in Ilocos Norte, Philippines. Guided by Bandura’s Social Cognitive Theory, the study employed a descriptive-correlational research design. A total of 280 Master Teachers participated through total enumeration. Data were collected using a validated survey questionnaire and analyzed using weighted mean, frequency count, percentage, and Pearson Product-Moment Correlation Coefficient. The findings revealed that the Master Teachers possess very satisfactory research skills. They demonstrate stronger research skills in the conceptual aspects of the research process, while analyzing data received the lowest rating. Their research productivity concentrates primarily on local journal publications, conference proceedings, and other research outputs. The analysis further revealed a moderate positive and statistically significant relationship between research skills and research productivity. This indicates that Master Teachers with a higher level of research skills generally exhibit higher research productivity. The study concludes that research skills provide an important foundation for research productivity. However, research skills alone do not fully account for variations in research output. The study contributes to educational research by offering empirical evidence on the relationship between research skills and research productivity among Master Teachers.