Qualitative Research Capability Needs of Senior High School Teachers: Basis for In-Service Training

Abstract

Proficiency in qualitative research is essential for understanding complex social phenomena, advancing theories, and informing policy decisions. Despite its significance, many educators, particularly in ASEAN countries, face challenges in mastering qualitative methodologies due to insufficient training and exposure. This study assessed the qualitative research capacity of teachers at Tapinac Senior High School, Philippines, using Creswell’s (2020) framework of 30 essential qualitative research skills. The research employed a descriptive-correlational design, surveying 50 teachers to evaluate their competencies in key areas such as understanding qualitative research, data collection, analysis, writing, and publishing. Findings revealed that while teachers perceived themselves as "Fairly Capable" across most constructs, they exhibited weaknesses in advanced skills like data validation, publishing, and qualitative design evaluation. Significant differences in research ability were observed based on age, prior research experience, and participation in training seminars. Notably, a positive correlation was found between the number of training sessions attended and research competence, emphasizing the need for structured professional development. The study underscores the necessity of tailored in-service training programs to enhance teachers' qualitative research skills, ultimately improving their instructional and research capabilities in alignment with the K-12 curriculum’s demands.