Abstract
The Napsan NHS and ES have not produced any research output, at least, since 2023. This is despite the Department of Education’s mandate in research-based instruction and management policies. Thus, this study examined the research training needs of DepEd teachers in Napsan, a community in Puerto Princesa, Philippines. A quantitative cross-sectional survey was conducted among 19 teachers from elementary, junior high, and senior high schools using a 5-point Likert scale questionnaire. The survey assessed competencies grouped under training themes such as Fundamentals, Research Methods, Instrument Development, Qualitative Data Analysis, Quantitative Data Analysis, Referencing, and Post-Research Activities using the P-R-I-O-R-I-Ty Framework. Findings revealed that while teachers consider research skills to be very important, their self-rated proficiency remains only moderate across all areas. The discrepancy was most pronounced in Instrument Development, which emerged as the highest priority for improvement, followed by both Quantitative and Qualitative Data Analysis. Follow-up community feedback further confirmed that the proposed training areas are relevant and require prompt action. The study recommends implementing professional development programs focused on practical research skills following the aforementioned priorities, creating continuous support systems such as professional learning communities, and the need for technical advisory partners to cultivate a vibrant research culture among teachers in Napsan.
Keywords: Assessment, Extension, Professional, Teachers.