Capacitating Teachers’ Research Competence and Productivity through Mentorship Initiatives

Melisa R. Sumbilon, Violeta B. Cheng and Rolando D. Acoriba, Jr., PhD
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Melisa R. Sumbilon: Department of Education – Division of Bukidnon, Teacher III -Kiburiao National High School
Violeta B. Cheng: Department of Education – Division of Bukidnon, School Principal -Kiburiao National High School
Rolando D. Acoriba, Jr., PhD: Department of Education – Division of Bukidnon, PSDS – Quezon III

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 9876-9887

Abstract: This study aimed to enhance teachers’ research competence and productivity through the implementation of mentorship initiatives at Kiburiao National High School. Specifically, it examined the level of teachers’ competence and productivity before and after the intervention, determined the significant differences between pre- and post-implementation data, and explored teachers’ experiences, challenges, and perceptions of the mentorship process. The study employed a mixed-method design, integrating quantitative analysis of pre- and post-assessments and qualitative insights from interviews and reflective journals. Quantitative results revealed that teachers’ research competence significantly improved from low (M = 1.83) to moderate (M = 2.91) levels after the mentorship. Statistical analysis using the paired t-test indicated highly significant differences (p < .001) across all research domains—problem identification, methodology, technology use, and ethics. Similarly, the Wilcoxon Signed-Rank Test (T = 0, p < .001) confirmed a significant improvement in research productivity, as evidenced by the increase in approved titles (7 to 21), proposals (3 to 8), and completed studies (4 to 7). Qualitative findings revealed that mentorship fostered confidence, collaboration, and motivation among teachers while addressing challenges in research writing. The mentorship initiative was found to be an effective capacity-building strategy, strengthening teachers’ research competence and establishing a sustainable research culture within the school. The study recommends institutionalizing mentorship programs as part of continuous professional development to promote evidence-based practices and professional growth among teachers.

Date: 2025
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