Teachers’ Research Skills and Their Influence on Teaching Performance: A Correlational Study

AUTHOR(S)

EUGENE S. BADIANG

ABSTRACT

—— This study examined the influence of teachers’ research skills on their teaching performance in a secondary school in Cagayan, Philippines during the School Year 2025–2026. Specifically, it determined the level of teachers’ research skills across selected dimensions, assessed their teaching performance based on their latest IPCRF ratings, and identified the relationship between these variables. The study employed a descriptive–correlational research design. A total of forty (40) teachers participated using total enumeration sampling. Data were gathered through a validated researcher-made questionnaire measuring research skills, while teaching performance data were obtained from IPCRF records. Findings revealed that teachers demonstrated an overall mean of 2.77, interpreted as competent in research skills. Most teachers exhibited competence in areas such as problem identification, literature review, data collection, technical writing, research utilization, and ethical practices, while they were less competent in research design and data analysis. In terms of teaching performance, the majority (95%) were rated outstanding, with only a small percentage achieving very satisfactory performance. Furthermore, a significant relationship was found between teachers’ research skills and teaching performance (r = 0.320, p = 0.043), indicating that improved research skills are associated with better teaching outcomes. The study concludes that enhancing teachers’ research competencies can contribute to improved instructional effectiveness. It is recommended that schools implement targeted training programs to strengthen teachers’ skills in research design and data analysis to support evidencebased teaching practices. Keywords: research skills, teaching performance, IPCRF, descriptive-correlational, secondary teachers