Authors : Vincent G. Parcon; Mauricio S. Adlaon

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/3hu7zwvb

DOI : https://doi.org/10.38124/ijisrt/25feb090

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the driving forces behind the development of a research culture among master teachers in Claver, Gigaquit, and Bacuag District Schools of Surigao del Norte. Through a mixed-methods approach, the study explores the perceptions and experiences of master teachers regarding factors influencing their engagement in research. Data will be collected through surveys, interviews, and document analysis, focusing on factors such as leadership support, professional development opportunities, research incentives, and the perceived impact of research on teaching practices. The findings will provide insights into the key drivers of research culture among master teachers, highlighting successful strategies and identifying areas for improvement. This research aims to contribute to the development of a robust research cultureinClaver,Gigaquit,andBacuagDistrictSchools of Surigaodel Norte, ultimately leading toenhanced teachingpractices and improved student learning outcomes. Professional Development Opportunities (92.9%): Majority sought training, workshops, and conferences. Collaboration and Support (88.6%: Most valued peer support, mentoring, and networking. Recognition and Incentives (85.7%): Many motivated by awards, promotions, and financial rewards. Autonomy and Flexibility (81.4%): Most appreciated freedom to design and manage time. Administrative support (75.7%): Most recognized school administration’s role in facilitating research.

Keywords : Driving Forces, Development, Research Capability.

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