Science Teacher’s Competence and Behavior in the Conduct of Action Research: Basis For A Proposed Research Manual

Action Research is utilized as an aid to any educational innovation and a tool for knowledge building. It is imperative to promoting evidence-based decision and policy-making at different levels of school governance which address issues and challenges in the school settings; support professional learning; establish networks of information and professional support; introduce change by clarifying priorities, purposes and processes; enhance understanding of professional and policy context to manage the school strategically and effectively; and improve self-efficacy and voice within the school and more widely within the profession. The study aimed to examined science teacher’s competence and behavior in the conduct of action research in Schools Division of San Jose del Monte Bulacan which serves as basis for crafting a teachers’ research manual. This study utilized descriptive – evaluative design and correlation design. Total enumeration in the selection of one- hundred seventy-two (172) public school teachers which includes one hundred fifty (150) science teachers from Junior High School and Senior High School and twenty-two (22) school administrators was employed