Teachers’ Attributes and Their Students’ Research Productivity

Abstract

Teachers play a significant role in the intellectual development of students in various techniques, assessments, and methods to improve student skills in school’s subjects. This study therefore, focuses on the effects of research teachers’ personal and professional attributes and their senior high school students’ research productivity. The respondents’ attitudes toward research were also looked into. These were correlated together with the students’ performance in research as evidenced by their outputs. The population of the study is comprised of 11 public and 4 private secondary schools in Cebu City. A total number of 36 research teachers with their corresponding students comprising 111 were selected through purposive sampling techniques. The reliability of the tools using Cronbach Alpha is generated above 0.783, 0.808, and 0.811 which means good and acceptable. Multiple statistical procedures, simple frequency and percentages, weighted means, and descriptive inferential analysis were employed to obtain stronger validity to the study. The results of the study identified that students’ level of research productivity are categorized as “Beginning” and having desirable attitudes towards research. Likewise, teachers have positive attitudes towards doing research and its benefits to their teaching practice and students’ learning process.  Using the Pearson r and multiple regressions; the results of the study identify negligible relationship and no significant difference between most of the teacher factors and student research output. However, the teachers’ attitudes are statistically significant in relation to student’s output while the teachers’ output and students’ output have significant difference. Reliable research trainings and providing teaching materials are recommended to address these gaps.

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