There has been a noticeable increase in the need for scholarly research in elementary education in recent years. This suggests that more and more specialists and authorities are realizing the importance of including it in their study methods to enhance teaching methodologies. The value of research lies not only in its application to issue solving but also in acquiring information and skills. Epstein and Sheldon (2023) have conducted recent studies that support incorporating innovative research initiatives to promote community collaboration. These days, in addition to their teaching duties, educators must participate in community service and intellectual research. Essential research findings must be included in teaching strategies by contemporary educators. As a result of the worldwide research community’s explosive growth, several nations are currently recognized as notable entities or future scientific powerhouses. This suggests that countries are making headway in their pursuit of knowledge, innovations, and developments. Organizations must devote resources to research and human capital development to equip people with the knowledge and abilities to perform research.
According to Abarro et al. (2022), educators in public primary and secondary schools possess the potential to generate research proposals and articles that are suitable for publication. However, their proficiency in conducting research in the classroom setting could be improved. Public educators have expressed difficulties engaging with certain aspects of action research, including statistics, data management, literature searches, and report writing. On the other hand, Narag et al. (2016) asserts that faculties specializing in business, entrepreneurship, and accounting offer a wealth of knowledge and advanced research skills in technology. Finally, it was found by Macabago (2017) that primary school teachers employed in the public sector expressed apprehension regarding their ability to engage in research writing. Several prior correlational studies have identified noteworthy relationships between various factors and the research competency of different professional groups. Indeed, research has been part of professional development of teachers that is tantamount to equipping themselves with necessary updated competence toward giving excellent education to learners. Hence, schools should always look into the research capacity of their teachers to be responsive to the changing needs of the educational platform. It is not just about conducting research, but also implementing the results and postering positive change in the educational practices through programs and projects.
