From Competence to Output: Examining the Gap Between Teacher Research Skills and Productivity in Basic Education

Abstract

Grounded in the global imperative of Sustainable Development Goal 4, which emphasizes evidence-informed teaching and continuous improvement, this study examined the relationship between teachers’ research management competence and their research productivity in a Philippine basic education context. Despite national policies promoting research culture through frameworks such as the Department of Education Research Management Guidelines, concerns persist regarding the limited translation of research capacity into tangible scholarly outputs. Using a descriptive–correlational design, data were collected from 46 public school teachers in the Schools Division of Oroquieta City. Results revealed that teachers demonstrated a competent level of research management competence (M = 3.18), particularly in research integrity and planning, yet exhibited only an emerging level of research productivity (M = 1.53), with low outputs in publications, citations, and research awards. Correlation analysis further indicated a weak and non-significant relationship between competence and productivity (rho = 0.107, p = 0.480). These findings highlight a competence–productivity disconnect, suggesting that while teachers possess the necessary research skills, these do not automatically translate into measurable outputs. The study argues that research productivity is not solely determined by individual capability but is significantly influenced by institutional, structural, and systemic factors that mediate the conversion of competence into impact. This contributes to the literature by reframing the discourse from capacity-building toward competence-to-output conversion, emphasizing the need for enabling research ecosystems in education. The study recommends a strategic shift toward output-oriented research support, including mentorship, protected research time, and institutional incentives aligned with high-impact outputs, to strengthen evidence-based educational practice and policy.