INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume X Issue XXVI March 2026| Special Issue on Education  
Attitude and Self-Efficacy on Research as Predictors of Research  
Engagement among Elementary Teachers  
Krisha T. Liporada  
Holy Cross of Davao College, Philippines  
ORCID ID: https://orcid.org/0009-0003-7279-6829  
DOI: https://doi.org/10.47772/IJRISS.2026.1026EDU0191  
Received: 06 April 2026; Accepted: 12 April 2026; Published: 18 April 2026  
ABSTRACT  
Teachers are poorly engaged in research. The influence of attitude toward research and research self-efficacy  
on research engagement is examined. Using predictive design, collecting 317 data from elementary teachers  
selected through stratified random sampling, utilizing a survey questionnaire, findings revealed that  
determinants together significantly influenced the criterion, partly affirming the Theory of Planned Behavior.  
Further studies to locate the remaining 40.1% variance in the criterion is recommended. Exploring potential  
variables emerging from qualitative studies may supplement such a recommendation.  
Keywords: Attitude towards research, self-efficacy on research, predictors of research engagement,  
elementary teachers  
INTRODUCTION & LITERATURE REVIEW  
Low teacher participation in research-related activities is a persistent concern in educational systems  
worldwide. When teachers are minimally involved in research, their ability to integrate evidence-based  
findings into classroom practice is reduced, limiting both instructional quality and professional growth. The  
present challenge undermines the role of research as a foundation for effective teaching and continuous  
educational improvement (Kowalczuk-Walędziak & Ion, 2024).  
Across different countries, low levels of teacher engagement with research have been consistently reported. In  
Cambodia, many university English teachers show minimal involvement in research, with activities often  
confined to fulfilling degree requirements or supervising students rather than engaging in sustained inquiry or  
publication (Heng et al., 2024). In Indonesia, teachers in English departments rarely consult research literature,  
and research engagement is irregular, usually undertaken only when immediately required (Floris et al., 2024).  
Similarly, in Kazakhstan, teachers across various educational settings demonstrate low and inconsistent  
engagement in research despite acknowledging its importance for improving teaching and learning (Urazalina,  
2025). These international findings indicate that limited teacher research engagement is a widespread issue  
affecting educational quality across contexts.  
In the Philippine setting, teachers’ low research engagement is likewise a growing concern. Studies revealed  
that beginning teachers at Leyte Normal University experience hesitation and difficulty in conducting research,  
which limits their participation in scholarly activities (Flores, 2024). In Cagayan de Oro City, teachers’ actual  
research engagement remains low, suggesting that many capable educators do not consistently participate in  
research-related tasks (Urbina & Hinacay, 2025). Moreover, in Misamis Oriental, a weak research culture  
among teachers has been associated with limited professional development opportunities and minimal growth  
in pedagogical knowledge and instructional practices (Naldo & Ubayubay, 2024). These concerns align with  
Sustainable Development Goal 4, which emphasizes the need for qualified teachers who employ evidence-  
based practices to ensure inclusive and equitable quality education (UNESCO, 2016).  
Poor teacher research engagement limits the use of evidence-based practices, weakening professional  
development and instructional effectiveness (Floris et al., 2024). This consequence served as the impetus for  
undertaking the present study.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume X Issue XXVI March 2026| Special Issue on Education  
This study supports Sustainable Development Goal 4 by enhancing teachers’ research engagement, which  
improves their instructional competence and the quality of education they deliver. It provides school heads  
with insights into the factors that influence research engagement, enabling them to create supportive  
environments for professional growth and effective teaching. Additionally, it benefits teachers and future  
researchers by deepening understanding of the psychological determinants of research engagement, guiding  
instructional practices, and informing future studies and interventions to promote quality education.  
This study determined the influence of attitude toward research and research self-efficacy on research  
engagement. Specifically, it achieved the subsequent objectives:  
1.  
To determine the levels of attitude toward research in terms of research skills, positive rating, barriers  
to research, negative rating; research self-efficacy in terms of conceptualization, implementation, early  
tasks, and presenting the results; and research engagement in terms of knowledge of research  
engagement, belief about research engagement, and attitude towards research engagement;  
2.  
3.  
To determine the significance of the correlation between attitude toward research, research self-  
efficacy, and research engagement.  
To determine the combined degree of influence of attitude toward research and research self-efficacy  
on research engagement  
The following null hypotheses were evaluated at a 0.05 significance level:  
Ho1: Attitude toward research, research self-efficacy, and research engagement are not significantly correlated.  
Ho2: Attitude toward research and research self-efficacy combined have no significant degree of influence on  
research engagement.  
This study is grounded in established theoretical foundations, the Theory of Planned Behaviors (TPB) by  
Ajzen (1991). The theory posits that an individual’s actions are guided by intention, which is formed through  
three fundamental elements: attitudes, subjective norms, and perceived control over the behavior (Ajzen,  
1991). External influences can also directly facilitate or restrict actions, depending on the degree of personal  
control and the extent to which perceived behavioral control reliably reflects actual behavior. This study  
focuses specifically on attitudes and perceived behavioral control, while other elements, such as subjective  
norms and intentions, are not included.  
The variables used are attitude toward research, as indicated by research skills, positive rating, barriers to  
research, and negative rating (Barrios et al., 2020), reflecting the theory’s attitude factor. Research self-  
efficacy is indicated by conceptualization, implementation, early tasks, and presenting the results (Bieschke et  
al., 1993), which are considered as a perceived behavioral control factor in the theory. Research Engagement is  
indicated by knowledge of research engagement, beliefs about research engagement, and attitudes towards  
research engagement (Cang et al., 2025), which align with the behavior described in the theory. Although the  
Theory of Planned Behavior (TPB) includes subjective norms and intention as factors influencing behavior,  
this study limits these variables to focus solely on attitude and perceived behavioral control.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume X Issue XXVI March 2026| Special Issue on Education  
Figure 1. Conceptual Framework of the Study  
METHODOLOGY  
A diagnostic research design with quantitative methods was used to identify relationships among variables,  
explain causes, and draw conclusions (Oranga et al., 2025). This approach allows the researcher to examine  
how attitudes toward research and research self-efficacy influence research engagement.  
The study was conducted in selected elementary schools within the Mati North District, Schools Division of  
the City of Mati, Province of Davao Oriental. The district consists of 25 public elementary schools, with six in  
far-flung areas and nineteen along the highway, offering a diverse academic setting for analysis.  
This study involved public elementary school teachers in the Mati City Division, Province of Davao Oriental.  
From the overall pool of public elementary school teachers in Mati City Division, 317 participants were  
selected using a stratified proportional random sampling method to ensure representation from different groups  
within the population. Participation was voluntary, and all respondents provided informed consent before data  
collection. Respondents were assured they could withdraw from the study at any time if they felt uneasy.  
A stratified, proportionate random sampling method was used by first dividing the population into subgroups,  
or strata, based on relevant characteristics, and then drawing samples from each stratum in proportion to their  
relative sizes in the population (Simkus, 2022). This approach obtained reliable data on how attitudes toward  
research and self-efficacy influence teachers’ research engagement.  
Data were collected using a structured, closed-ended questionnaire. These included multiple-choice items and  
a 4-point Likert scale. The tool was designed to collect standardized data on teachers’ attitudes toward  
research. This allowed for quantitative analysis of responses (McCombes, 2025).  
The collected data were analyzed using descriptive, correlational, and multiple linear regression techniques.  
Descriptive analysis summarized key features, including averages and frequency distributions (Bhandari,  
2023). Correlational analysis evaluated the strength and direction of variable associations (James, 2019).  
Multiple linear regression was used to assess how independent variables predict the dependent variable (Dorta-  
González, 2023). The study used an adapted quantitative survey questionnaire developed from instruments of  
various authors. This was administered to the respondents. Before data collection, experts reviewed and  
validated the research instrument for clarity, relevance, and suitability.  
Range  
Means  
of  
Description Frequency  
Attitude Toward Research  
Very High Very Good attitude  
Research Self-efficacy  
Research Engagement  
engaged in  
Very Strong research self- Most  
3.25 – 4.00  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume X Issue XXVI March 2026| Special Issue on Education  
efficacy  
research  
More  
research  
engaged  
engaged  
engaged  
in  
in  
in  
2.50 – 3.24  
1.75 – 2.49  
1.00 – 1.74  
High  
Good attitude  
Strong research self-efficacy  
Less  
research  
Low  
Poor attitude  
Weak research self-efficacy  
Very Weak research self- Not  
efficacy research  
Very Low  
Very poor attitude  
Standards in interpreting the level of standard deviation:  
Range  
Description of Response  
Highly Consistent  
Interpretation  
SD≤0.50  
Strong uniform perception  
Acceptable consistency  
Differing perceptions  
SD=0.51-1.00  
SD=1.01-1.50  
SD>1.50  
Moderately Consistent  
Low Consistency  
Very Low Consistency  
High variability and lack of consensus  
Standard Interpretation of the Correlation Coefficient (r)  
Range of r-value  
±0.00 - ±0.19  
±0.20 - ±0.39  
±0.40 - ±0.59  
±0.60 - ±0.79  
±0.80 - ±1.00  
Strength of Correlation  
Very Weak  
Weak  
Interpretation  
Negligible or almost no relationship  
Low degree of relationship  
Substantial or fair relationship  
High degree of relationship  
Very high or near-perfect relationship  
Moderate  
Strong  
Very Strong  
Ethical considerations were strictly followed throughout the study, in accordance with the Society for Moral  
Integrity and Legal Ethics (SMILE) of Holy Cross of Davao College (HCDC). The researcher secured  
informed consent, providing clear information on the study's purpose, procedures, and respondents' right to  
withdraw. Protection from harm was ensured for all mature participants. Reliability testing was conducted on  
the questionnaires.  
Reliability Result  
Questionnaire  
Cronbach’s Alpha  
Interpretation  
Good/High  
Good/High  
Good/High  
Attitude Toward Research  
Research Self-efficacy  
Research Engagement  
0.884  
0.868  
0.866  
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RESULTS  
Table 1 presents the descriptive statistics for the study's key variables: attitude toward research, research self-  
efficacy, and research engagement. Specifically, the table includes the number of participants, mean scores,  
standard deviations, and their respective descriptive interpretations, providing a comprehensive overview for  
subsequent analyses.  
Table 1. Descriptive Table, n=317  
Variables  
Standard Deviation  
0.373  
Mean  
3.25  
3.73  
3.76  
3.12  
2.41  
3.51  
3.45  
3.49  
3.63  
3.46  
3.55  
3.52  
3.48  
3.64  
Verbal Description  
Very High  
Very High  
Very High  
High  
1. Attitude Towards Research  
1.1 Research Skills  
1.2 Positive Rating  
1.3 Barriers to Research  
1.4 Negative Rating  
2. Research Self-Efficacy  
2.2 Conceptualization  
2.2 Implementation  
2.3 Early Tasks  
0.368  
0.344  
0.699  
0.710  
Low  
0.380  
Very High  
Very High  
Very High  
Very High  
Very High  
Very High  
Very High  
Very High  
Very High  
0.440  
0.430  
0.440  
2.4 Presenting the Results  
3. Research Engagement  
3.1 Knowledge  
0.480  
0.378  
0.442  
3.2 Belief  
0.468  
3.3 Attitude  
0.402  
The attitude towards research yielded an average score of 3.25, reflecting a very high level. The findings  
indicate that the teacher respondents have a very good attitude toward research and a strong commitment to  
professional growth. Two of its indicators are classified as very high, one as low, and the last as high, with a  
standard deviation of 0.373, indicating highly consistent responses and interpreted as a consistently strong  
response.  
Furthermore, for Research Self-Efficacy, the overall mean remains 3.51, which falls within the very high  
range. The results reveal that the teacher respondents possess very strong research self-efficacy. All its  
indicators are described as very high. Given a variability measure of 0.380, it is described as highly consistent  
and shows a consistently strong response.  
Moreover, the Research Engagement results fall clearly in the very high range. The overall mean is 3.55,  
indicating that teacher respondents were most engaged in research. All its indicators are also described as very  
high. With a variability measure of 0.378, this reflects a high response rate and a strong, consistent level of  
responses.  
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Table 2 is a correlation table. Showing the predictive variables involved in the study, namely attitude towards  
research and research self-efficacy, and the outcome variable, research engagement. The table also provides  
the correlation coefficient, significance level, hypothesis evaluation, and the corresponding interpretation.  
Table 2. Test of Correlation  
Predictor Variables  
Research Engagement  
r-value  
0.282  
p-value  
Decision on Ho  
Rejected  
Interpretation  
Significant  
Attitude Towards Research  
Research Self-Efficacy  
0.000  
0.000  
0.771  
Rejected  
Significant  
Specifically, the table shows that the correlation between attitude toward research and research engagement  
has a result showing a 0.000 probability value, indicating it is below the 0.05 threshold for statistical  
significance and a correlation coefficient of 0.282; hence, the null hypothesis was not supported, indicating  
that the correlation between these variables is weak but significant. Moreover, the correlation between research  
self-efficacy and research engagement was statistically significant (p = 0.000), with a correlation coefficient of  
0.771, which was less than the significance level. The analysis indicates that this outcome rejects the null  
hypothesis, suggesting a strong, statistically significant relationship.  
Both the attitude toward research and research self-efficacy show significant relationships with research  
engagement; research self-efficacy demonstrates a noticeably stronger association, indicating that teachers’  
confidence in their research ability plays a more influential role in their level of engagement.  
Table 3 presents the results of the regression analysis. It contains the determinants involved in the study,  
namely attitude toward research and research self-efficacy, and the criterion variable, research engagement.  
The table further provides the regression estimates, standard errors, t-values, levels of significance, results of  
hypothesis testing, and their corresponding interpretations.  
Table 3. Regression Table  
Research Engagement  
Determinants  
Beta (β)  
0.702  
S.E  
t-value  
4.775  
1.946  
p-value  
0.000  
Decision on Ho  
Rejected  
Interpretation  
Significant  
Constant  
0.147  
0.038  
Attitude  
Towards  
0.073  
0.053  
Accepted  
Not Significant  
Research  
Research Self-Efficacy  
0.748  
0.037  
20.179  
0.000  
Rejected  
Significant  
R2 = 59.90%; F-value = 234.867;  
p-value = 0.000;  
Remarks: Significant  
Table 3 specifically shows that attitude toward research and research self-efficacy together account for an R-  
value of 59.90% in the combined degree of influence on research engagement. The corresponding probability  
value of 0.000, below the 0.05 established alpha level, indicates the null hypothesis was not supported. This  
outcome implies that the combined contribution of the determinants to the criterion is significant. Thus, as  
established in earlier analyses, the independent variables are significant determinants of research engagement.  
1. Attitude toward research and research self-efficacy are significantly correlated with research engagement.  
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2. The combined degree of influence of attitude toward research and research self-efficacy on research  
engagement is strong and significant.  
DISCUSSIONS  
Attitude toward research and research self-efficacy are significantly correlated with research  
engagement  
This study found that, together, attitude toward research and research self-efficacy are closely linked to  
research engagement. This finding supports the study by Gutierrez (2024), which highlights that positive  
attitudes toward research are associated with greater participation, serving as a motivational foundation rather  
than the primary determinant of actual research participation. The current result aligns with previous research  
showing that teachers who demonstrate stronger confidence in conducting research tend to be more actively  
involved in producing research outputs and participating in research initiatives, as reported by Alcazaren and  
Jordan (2022).  
The result also supports Gunter’s (2021) assertion that higher self-efficacy increases teachers’ confidence in  
applying new strategies and engaging in professional development activities, which in turn encourages  
research involvement. Similarly, the finding aligns with Gamilla and Edaño (2025), who provided empirical  
evidence that teachers’ self-efficacy strongly influences their participation in action research. Overall, the  
current study strengthens and reinforces the authors' claims regarding the crucial roles of attitude toward  
research and research self-efficacy in promoting teachers’ research engagement.  
The findings of this study contradict those of Akujieze (2024), who reported that research attitude and research  
self-efficacy were not significantly associated with productivity among postgraduate students, suggesting that  
these factors may not consistently correspond directly with actual research activities.  
The combined degree of influence of attitude toward research and research self-efficacy on research  
engagement is strong and significant.  
This study found that attitude toward research and research self-efficacy together exert a strong, significant  
influence on research engagement. This finding supports Samosa's (2021) finding that teachers who  
demonstrated both high research self-efficacy and a positive attitude toward action research were actively  
involved in research activities, suggesting that these constructs work together to influence research behavior.  
This finding reinforces Gleeson et al.'s (2023) finding that basic education teachers’ research engagement was  
positively associated with both their research self-efficacy and attitude toward research, highlighting that  
confidence and favorable perceptions jointly motivate actual research participation. Similarly, these findings  
corroborate Cadiog's (2024) claim that research self-efficacy and perceived research value significantly  
influenced research engagement among librarians with master’s degrees, supporting the strong combined  
influence found in this study.  
In contrast, the present study’s findings disprove the claim by Li and Xu (2024) that research self-efficacy and  
intrinsic motivation demonstrated minimal effect on participation in research activities among Chinese  
university EFL teachers, with extrinsic factors and institutional support showing stronger effects. This  
indicates that, at least among elementary teachers, attitude toward research and research self-efficacy play a  
significant role in promoting research engagement, contrary to their findings.  
CONCLUSION  
According to the results, the combined influence of attitude toward research and research self-efficacy on  
research engagement is significant. Hence, the Theory of Planned Behavior (TPB), which indicates that  
behavior is shaped by underlying intentions formed through attitudes, perceived behavioral control, and  
subjective norms, is partially supported.  
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RECOMMENDATIONS  
Based on the conclusion, future regression studies may include the delimited factors of subjective norms and  
intention to account for the remaining 40.10% variance in research engagement among elementary teachers  
and further explore their influence. School administrators and institutional officials are encouraged to conduct  
a policy review, prioritize research-related policies, and develop incentive mechanisms to increase teachers’  
attitudes toward research. It is also recommended to enhance research program development by providing  
structured support, including mentoring and workshops that focus on practical, hands-on research training to  
build teachers’ research self-efficacy. By enhancing attitude toward research and research self-efficacy, these  
strategies are likely to increase active engagement in research.  
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