Research productivity as influenced by attitude and self- efficacy

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Author: Malones, Diego M.

Accession Number: 909D

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Copyright Year: 2003

Abstract:

This descriptive-correlational study ascertained the research attitude, self efficacy and productivity among college teachers in Capiz for School Year 2002-2003. It also determined whether college teachers attitude towards, self-efficacy on, and productivity in research significantly differed when grouped according to their teaching load, academic rank, academic qualifications, field of specialization and type of institution. In like manner, the study also determined the significance of relationships among college teachers research attitude, self-efficacy and productivity. Finally, it also determined the significant predictors of college teachers' research productivity. The needed data was gathered among 218 randomly selected college teachers in two private and one state colleges, all located in Capiz using the three researcher--made instruments--Research Attitude Scale ( RS-AS ), Research self-efficacy Scale ( RS-SES ), and the Research Productivity Survey Form ( RS-PSF ). The data were analyzed using the frequency counts perentages eans and standard deiations for desriptive statistics. On the other hand, for inferential statistics the t-test for independent samples, one-way analysis of variance, Multiple Regression R, and Pearsons r were employed. Alpha was set at .05 level. The findings of the study showed that college teachers had positive attitude, high level of self-efficacy and negligible level of productivity in research. It was also found out that college teachers attitude significantly differed when they were classified according to their academic qualifications-- in favor of masters degree holder. However, their attitude toward research remained the same when they were classified according to their teaching load, academic rank, field of specialization and type of institution. The findings also revealed that college teachers self-efficacy in research did not differ significantly when they were grouped according to their teaching load, academic rank, academic qualifications, field of specialization and type of institution. On the other hand, college teachers level of research productivity differed significantly when they were grouped according to their academic qualifications-- in favor of those who have doctorate degrees but they did not differ significantly when they were classified according to their teaching load, academic rank, field of specialization and type of institution. Teaching load, academic qualifications, attitude, and type of institution were found to be significant predictors of college teachers research productivity. A positive and significant relationship existed between teachers research attitude and research productivity and between their research self- efficacy and research productivity.


Keywords: Research productivity of college teachers, research attitude of college teachers, research self-efficacy of college teachers,

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