Empowering Educators: Exploring Professional Development and E-Fluency in Enhancing Research Capability of Basic Education Teachers

Jona Jane S. Tañajura, MAED 1*, James L. Paglinawan, Ph.D.2, & Jieco P. Burlas3
1Teacher I, Bacbacon Elementary School, Department of Education, Philippines
2Professor, Department of Professional Education, Central Mindanao University, Philippines
3Teacher I, Bagongbayan Elementary School, Department of Education, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81031

Abstract

This study determined the influence of professional development and e-fluency on the research capability of basic education teachers in the District of Kadingilan, Division of Bukidnon, for the school year 2025–2026. A quantitative descriptive-correlational research design was employed. Descriptive statistics, including mean and percentage, were used to describe the levels of professional development, e-fluency, and research capability among teachers. Pearson product-moment correlation and regression analysis were utilized to examine significant relationships and predictors of research capability, respectively.

The findings revealed that teachers demonstrated very high engagement in professional development activities, especially in mentoring support and participation in training and workshops, and exhibited a high level of e-fluency, particularly in evaluating online information and digital usage. Overall, teachers were found to be much capable in research knowledge and communication, although their application of research skills was comparatively lower. Professional development, specifically mentoring support, was negatively correlated with research capability, while e-fluency in virtual communication and evaluation of online information was positively correlated. Regression analysis identified mentoring support and motivation toward research as significant predictors of research capability, while participation in training and e-fluency variables was not found to be significant. Mentoring support emerged as the strongest predictor of research capability. The results suggest that targeted mentoring and motivation-centered interventions are essential to enhance the research capability of basic education teachers.

Keywords: Professional Development, E-Fluency, Research Capability

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