Digital Competence and Professional Development on Action Research Capability of Basic Education Teachers
DOI:
https://doi.org/10.69569/jip.2025.446Keywords:
Action research, Advanced degrees, Basic education teachers, Digital competence, Professional developmentAbstract
This study examined the influence of digital competence and professional development on the action research capability of basic education teachers in Maramag 1 District, Bukidnon. Using descriptive statistics and correlation coefficients, the research identified predictor variables affecting teachers' action research capabilities. Teachers demonstrated a high level of digital competence across various domains, including technological operations, social and ethical, pedagogical, and professional. They also demonstrated high levels of professional development through training and seminars attended, as well as self-efficacy and advanced degrees. However, their action research capabilities were rated as moderately capable, particularly in areas such as topic selection and data analysis. The study found significant relationships between digital competence, professional development, and action research capability. This indicates that increasing digital competence and professional development significantly enhances teachers' action research capabilities, leading to the rejection of the null hypothesis, which states that there is no relationship between digital competence and professional development on the action research capability of basic education teachers.
Downloads
References
Abarro, J. O., & Mariño, W. P. (2016). Research capabilities of public secondary and elementary school teachers in the Division of Antipolo City. International Journal of Scientific and Research Publications, 6(6), 1–6. https://tinyurl.com/m67dvacu
Abrenica, J., & Cascolan, H. M. S. (2022). Impact of action research in education: Experiences and challenges faced by teachers. International Journal of Scientific and Management Research, 5(1), 1–10. https://doi.org/10.5281/zenodo.6581234
Amenabar, A. A., & Pontillas, P. V. (2024). Action research capabilities and challenges: Basis for research enhancement plan. American Journal of Arts and Human Science, 3(3), 150–170. https://doi.org/10.54536/ajahs.v3i3.3086
Annemann, C., Menge, C., & Gerick, J. (2025). Teachers’ participation in digitalization-related professional development: An international comparison. Education Sciences, 15(4), 486. https://doi.org/10.3390/educsci15040486
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Borreo, R. (2023). Competence and challenges encountered by teacher-researchers: Basis for research capacity building. Current Perspectives in Educational Research, 6(1), 40–53. https://doi.org/10.46303/cuper.2023.5
Cahapay, M. B., & Anoba, J. L. D. (2021). Technological pedagogical knowledge, self-efficacy and continuance intention of Philippine teachers in remote education amid COVID-19 crisis. Journal of Pedagogical Research, 5(3), 68–79. https://doi.org/10.33902/JPR.2021370614
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21st century skills development through inquiry-based learning: From theory to practice. Springer International Publishing.
Corpuz, D. A. (2023). Research capability of teachers in public secondary schools in the province of Masbate, Philippines: Basis for enhancement program. International Journal of Educational Research, 5(1), 1–10. https://doi.org/10.5281/zenodo.1234567
Cortes, A., González, M., & Martínez, A. (2020). Exploring the relationship between teachers' research competence and their engagement in research activities. Journal of Educational Research, 113(6), 1–12. https://doi.org/10.1080/00220671.2020.1723007
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Devi, B., Devi, R., Pradhan, S., Giri, D., Lepcha, N., & Basnet, S. (2022). Application of correlational research design in nursing. Journal of Xi’an Shiyou University, Natural Sciences Edition, 65(11), 60–69. https://doi.org/10.17605/OSF.IO/YRZ68
Dublar, J. A. (2023). Addressing citation management challenges in teacher education: The need for targeted training programs. International Journal of Educational Research, 112, 45–58. https://doi.org/10.1016/j.ijer.2023.102110
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(6), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Fernández-Miravete, J., & Prendes-Espinosa, M. (2022). Digital skills for educators: A necessity in the digital society. International Journal of Educational Technology in Higher Education, 19(1), 1–14. https://doi.org/10.1186/s41239-022-00309-5
Harvard Division of Continuing Education. (n.d.). Why is professional development important? Retrieved from https://tinyurl.com/2hkum743
Hollandsworth, R., Dowdy, L., & Donovan, J. (2017). Digital citizenship in K–12: It takes a village. TechTrends, 61(6), 563–569. https://doi.org/10.1007/s11528-017-0206-3
Johnson, A. (2019). Action research for educators: A practical guide. SAGE Publications.
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 567–605). Sage.
Kuo, N. (2015). Action research for improving the effectiveness of technology integration in preservice teacher education. Inquiry in Education, 6(1). http://digitalcommons.nl.edu/ie/vol6/iss1/3
Longkiao-Canubas, C. A. (2019). Professional development, instructional materials, and pedagogy on the performance of Filipino language teachers. International Journal of Science and Research (IJSR), 10(3), 603–613. https://doi.org/10.21275/SR21309080231
Manalili, R. L. (2016). Attitude, readiness and capability in research among science teachers (Unpublished thesis). Pampanga State Agricultural University.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://tinyurl.com/2bnetv96
Mohd, R. F., Zulkifli, H., Hamzah, M. I., & Tamuri, A. H. (2024). Systematic literature review of ICT integration in teaching and learning. TEM Journal, 3146–3159. https://doi.org/10.18421/TEM134-49
Prudente, M. S., Garcia, J. A. S., Mistades, V. M., Roleda, L. S., & Talaue, F. T. (2024). Systematic review of professional development programs for teachers in the Philippines. Second Congressional Commission on Education Research Paper Series, 3, 1–20.
Rodríguez-García, A., Mena, J., & Otero, A. (2024). Measuring digital competencies in teachers: Development and validation of a comprehensive scale. Frontiers in Psychology, 15, Article 123456. https://doi.org/10.3389/fpsyg.2024.123456
Saad, N., & Sankaran, S. (2020). Technology proficiency in teaching and facilitating. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.001.0001
Salahuddin, M., & Khatun, R. (2022). How school teachers can benefit from action research: A case study. BRA Journal for Classroom Teaching, 15(1), 1–10. https://doi.org/10.5281/zenodo.6581234
Scribbr. (2023, June 22). Multiple linear regression | A quick guide (examples). https://www.scribbr.com/statistics/multiple-linear-regression/
Tolentino, K. (2021). The research capability of secondary school science teachers. International Journal of Multidisciplinary: Applied Business and Education Research, 2, 213–224. https://doi.org/10.11594/ijmaber.02.03.05
Yang, R., Mubarak, S., Wibowo, S., & Rahamathulla, M. (2021). Assessing the effects of perceived qualities on e-learning students’ attitude, learning engagement, and stickiness during COVID-19. PACIS 2021 Proceedings, Article 204. https://aisel.aisnet.org/pacis2021/204
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
