Research productivity as influenced by attitude and self-efficacy

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Author: Malones, Diego M.

Accession Number: 909D

Class No:

Author No: M.

Copyright Year: 2003

Abstract:

This descriptive-correlation study ascertained the research attitude, self-efficacy and productivity among college teachers in Capiz for S.Y. 2002-2003.It also determined whether college teachers' 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 colleges, all located in Capiz using the three researcher-made instrument-research attitude scale (RS-AS), Research-efficacy Scale (RS-SES), and the Research Productivity Survey Form (RS-PSF). The data were analyzed using the frequency counts, percentages, means, and standard deviation for descriptive statistics. On the other hand, for inferential statistics the t-test for independent samples, One-way analysis of variance, Multiple Regression R, and Pearson's r were employed. Alpha was set at .05 level. The finding 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 master's 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 finding 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 relationship existed between teachers' research attitude and research productivity and between their research self-efficacy and research productivity.


Keywords: Research productivity, atttitude, self-efficacy

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