Technical Support Availability and Socio-Emotional Learning Competency on Research Capability of Teachers in Integrated Schools

This research examined the research capability of teachers in integrated schools and its relationship with technical support availability and socio-emotional learning competency. It determined the levels of technical support, socio-emotional learning, and research capability across four dimensions: information retrieval, information management, communication and collaboration, and research application and ethics. It also explored the relationships among these variables and identified significant predictors of research capability. A descriptive-correlational research design was employed. The study was conducted in the four Districts of Quezon in the Division of Bukidnon during the school year 2025-2026. A total of three hundred four (304) teachers voluntarily participated in answering the research questionnaire. Data were gathered using a structured questionnaire and analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression analysis. Findings revealed that technical support availability, socio-emotional learning competency, and research capability were all at high levels. Both technical support and socio-emotional learning were significantly related to research capability, with socio-emotional learning demonstrating a stronger association. Regression analysis identified responsible decision-making, relationship skills, and responsiveness as significant predictors, collectively explaining a substantial portion of the variance in research capability. The study concludes that while technical support provides necessary external conditions for research engagement, socio-emotional competencies exert a greater influence on teachers’ research capability. These findings highlight the importance of strengthening both institutional support systems and teachers’ internal competencies to enhance research productivity and professional practice.