Teachers’ Level of Research Exposure and Competence: Its Influence on Teaching Practices of Research-Related Subjects in Senior High School

This study aimed to determine the research exposure, competence, and teaching practices of senior high school teachers handling research-related subjects. Employing an embedded research design, the study utilized quantitative and qualitative methods to understand the subject comprehensively. Participants included research teachers from selected schools in four districts, Baliwasan, Ayala, Labuan, and Sta. Maria, selected through purposive and cluster sampling. Data collection tools included surveys, classroom observations, and a written open-ended research questionnaire. Classroom observations offered insights into teachers’ instructional strategies, while the written questionnaire, which replaced a planned interview at the participants’ request, allowed teachers to express how their research background influenced their classroom practices. Findings revealed that teachers had a low level of research exposure (M = 1.92), indicating limited participation in research-related activities. Their research competence was found to be average (M = 2.86), reflecting moderate confidence in executing research tasks. Significant differences were observed in teachers’ levels of research exposure when grouped by educational attainment and grade level handled; however, no significant differences were noted in their research competence across demographic variables. Teachers demonstrated diverse instructional strategies, including interactive methods, integration of information and communication technologies (ICT), and student-centered approaches. Research exposure was found to influence teaching by encouraging self-directed learning and instructional flexibility, while research competence enabled structured planning, interactive learning design, and the simplification of research concepts. In light of these findings, the study underscores the importance of strengthening research exposure and competence to improve research instruction. It recommends the implementation of differentiated and modular professional development, peer-led mentoring, and sustained support systems through school-based programs such as the proposed Advocating Research Culture (ARC) Program. This initiative aims to increase participation in research activities by making them more accessible and supportive for teachers across experience levels. Future studies may explore broader populations and assess the long-term impact of such interventions on teaching quality and student learning outcomes.