PREPAREDNESS AND COMPETENCE OF SENIOR HIGH SCHOOL TEACHERS IN TEACHING AND WRITING RESEARCH: ITS IMPLICATIONS TO EDUCATION

This study investigates the preparedness and competence of Senior High School (SHS) teachers in teaching research in Lower Apayao, Philippines. Employing a descriptive-correlational research design, data was gathered through a questionnaire and assessment tests administered to SHS teachers. Findings reveal that the majority of teachers are young, predominantly female, with significant proportions holding Teacher III positions and having between 6-10 years of teaching experience. Most teachers are English or Science majors, actively pursuing higher educational qualifications, yet lacking in formal training specifically focused on research writing. Implications suggest a critical need for targeted professional development programs and curriculum integration to enhance teachers' research competencies. Recommendations include mandatory and updated professional training, collaboration with higher education institutions for mentorship, and embedding research workshops into the SHS curriculum to foster a culture of research excellence among educators. These efforts are crucial in preparing SHS teachers to effectively guide students in their research pursuits, thereby advancing educational quality and student outcomes.