An Exploratory Analysis of Support, Engagement, and Commitment (SEC) of School Administrators to Teacher Research Programs

Year 2025, Volume: 9 Issue: 18, 98 - 144, 30.09.2025

Janice Colebra , Elena De Luna

https://doi.org/10.29064/ijma.1761633

Abstract

School administrators play a pivotal role in fostering a strong research culture within educational institutions, directly impacting the success of teacher research programs. This study developed the Support, Engagement, and Commitment (SEC)-Driven Teacher Research Program Model to guide school leaders in effectively launching and sustaining teacher research initiatives. Conducted during School Year 2024–2025 in the Schools Division of Samar, the study utilized a sequential explanatory mixed-methods design. In the quantitative phase, a descriptive–correlational survey was administered to 106 secondary school administrators using a validated questionnaire (Cronbach’s α = 0.98). This was followed by a qualitative phase utilizing phenomenological interviews to generate deeper insights and contextualize the quantitative findings. Key quantitative findings revealed that while administrators highly value teacher research and extend strong administrative and networking support, their provision of financial, technical, and dissemination resources was comparatively weaker. Administrators showed moderate levels of engagement and commitment, with a greater inclination toward conducting research and staying informed than in actively disseminating findings or attending conferences. Correlation analysis confirmed significant positive relationships among administrators’ support, engagement, and commitment. The qualitative phase, analyzed through Colaizzi’s method, reinforced these findings, surfacing challenges such as heavy workloads, time constraints, and limited resources. By integrating both phases, the study formulated the SEC-Driven Teacher Research Program Model, which underscores the interconnectedness of administrative support, engagement, and commitment in nurturing research-oriented schools. The study recommends the adoption of the SEC model, targeted training for administrators, increased financial and technical support, systemic workload management, and strengthened capacity-building in research mentorship to advance teacher research culture.

Keywords

School Administrators , Teacher Research Programs , Administrative Support , Engagement , Commitment , Mixed-Methods Research , Educational Leadership , Research Culture , Professional Development

Project Number

1

References

• Abarro, J. O. & Mariño, W. P. (2016). Research Capabilities of Public Secondary and Elementary School Teachers in the Division of Antipolo City. International Journal of Scientific and Research Publications, 6(6), 407-410. https://bit.ly/3bF9DNJ
• Abelardo, L. J., Lomboy, M. A. A., Lopez, C. C., Balaria, F. E., & Subia, G. S. (2019). Challenges encountered by the national high school teachers in doing action research. International Journal of English, Literature and Social Science (IJELS), 4(4), 1046-1051.
• Abrenica, J. T., & Cascolan, H. M. S. (2022). Impact of action research in education: Experiences and challenges faced by teachers. International Journal of Scientific and Management Research, 5(2), 1-15.
• Admiraal, W., Smit, B., & Zwart, R. (2014). Models and design principles for teacher research. Ib journal of teaching practice, 2(1), 1-7.
• Aguinis, H., Ramani, R. S., & Alabduljader, N. (2018). What you see is what you get? Enhancing methodological transparency in management research. Academy of Management Annals, 12(1), 83-110.
• Aguinis, H., Villamor, I., Lazzarini, S. G., Vassolo, R. S., Amorós, J. E., & Allen, D. G. (2020). Conducting management research in Latin America: why and what’s in it for you?. Journal of Management, 46(5), 615-636.
• Aguinis, H., Yu, L., & Tosun, C. (2021). How to enhance scholarly impact: recommendations for university administrators, researchers and educators. International Journal of Contemporary Hospitality Management, 33(8), 2485-2499.
• Alam, A. (2022). Investigating sustainable education and positive psychology interventions in schools towards achievement of sustainable happiness and wellbeing for 21st century pedagogy and curriculum. ECS Transactions, 107(1), 19481.
• Al-Gaseem, M. M., & Khasawneh, M. A. S. (2022). Action Research in Science Teacher Education Program: Significance and Benefit According to the Students-Teachers' Assessments. Przestrzeń Społeczna (Social Space), 22(3), 97-113.
• Al-Maamari, F., Al-Aamri, K., Khammash, S., & Al-Wahaibi, M. (2017). Promoting EFL teacher research engagement through a research support programme. RELC Journal, 48(3), 389-404.
• Almedora, C. B., Niez, R. A., & Bentor, C. T. S. INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY EFFECTIVENESS OF PRINCIPLE-CENTERED LEADERSHIP AND CHARACTERISTICS OF THE SCHOOL HEADS IN LEYTE DIVISION, PHILIPPINES.
• Almonicar Jr, C. (2022). Research capability of teachers in public secondary schools in the province of Masbate, Philippines: Basis for Enhancement Program. Psych Educ, 6, 629-636.
• Alonderiene, R., & Majauskaite, M. (2016). Leadership style and job satisfaction in higher education institutions. International Journal of Educational Management, 30(1), 140-164.
• Alsaleh, A. A. (2022). The influence of heads of departments’ instructional leadership, cooperation, and administrative support on school-based professional learning in Kuwait. Educational Management Administration & Leadership, 50(5), 832-850.
• Alzayani, S. (2015). Procedure of Colaizzi’s phenomenological descriptive method. Retrieved on March 18, 2019 at https://google. com/amp/s/www/researchgate.net/figure/Procedures-of-Colaizzis-phenomenological-descriptive-method-Colaizzi-1978_fig1_274382296/ amp.
• Amerson, R. M., & Strang, C. W. (2015). Addressing the challenges of conducting research in developing countries. Journal of Nursing Scholarship, 47(6), 584-591.
• Anda, R. J. (2022). Project I-CARE: Research capability program to improve the conduct of action research of school heads and teachers of Gumaca West District. International Journal of Advanced Multidisciplinary Studies, 2(2), 51-63.
• Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers performance. International journal of scientific & technology research, 7(7), 19-29.
• Appiagyei, W. O., Fenyi, D. A., & Awogya, R. (2022). Challenges in conducting academic research and publication: exploring the experiences of language teachers in higher education institutions in Ghana. International Journal of Education, Technology and Science, 2(3), 244-262.
• Araneta, L. R., Catalan, R. D., & Martir, E. M. (2020). Administrative Support and Teaching Quality: Inputs to Professional Development Program. Journal of Higher Education Theory & Practice, 20(6).
• Ärlestig, H., Day, C., & Johansson, O. (2016). A decade of research on school principals. Studies in educational leadership, 21.
• Atıf Şahin, M. (2023). A study on the role of school administrators in school improvement. The Journal of International Edu-cation Science, 10(34), 382-398.
• Baksi Maiti, R., & Sanyal, S. N. (2018). Optimizing the role of organizational commitment: A qualitative study in the school education sector. International Journal of Organizational Analysis, 26(4), 669-690.
• Balyer, A., Ozcan, K., & Yıldız, A. (2017). Teacher empowerment: School administrators’ roles. Eurasian Journal of Educational Research, 17(70), 1-18.
• Barnes, C. A., Goertz, M. E., & Massell, D. (2014). How state education agencies acquire and use research knowledge for school improvement. In Using research evidence in education: From the schoolhouse door to Capitol Hill (pp. 99-116). Cham: Springer International Publishing.
• Barrett, C. A., & Prendergast, M. (2025). A qualitative examination of barriers to disseminating and accessing research in Irish schools. Irish Educational Studies, 1-24.
• Barrett, C. A., & Prendergast, M. (2025). How is research disseminated, accessed, and utilised in Irish schools?. School Psychology International, 01430343241309031.
• Basas III, G. O., & Pacadaljen, L. M. (2021). Research Management of School Administrators in Samar Division, Philippines. PSYCHOLOGY AND EDUCATION, 58(3), 2132-2158.
• Basilio, M. B., & Bueno, D. C. (2019). Research Skills and Attitudes of Master Teachers in a Division towards Capability Training. Online Submission.
• Beam, A., Claxton, R. L., & Smith, S. J. (2016). Challenges for novice school leaders: Facing today’s issues in school administration.
• Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional development in education, 49(2), 210-224.
• Blitz, L. V., & Mulcahy, C. A. (2017). From permission to partnership: Participatory research to engage school personnel in systems change. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 170-180.
• Bonnell, K. J., Hargiss, C. L., & Norland, J. E. (2018). Challenges conducting research with adolescents in public schools. Natural Sciences Education, 47(1), 1-7.
• Borg, S. (2014). Teacher research for professional development. In Pickering, G and Gunashekar, P (Eds.), Innovation in English Language Teacher Education. (pp.23-28). Selected papers from the fourth International Teacher Educator Conference Hyderabad, India.
• Borg, S. (2016). Identity and teacher research. In Reflections on language teacher identity research (pp. 134-140). Routledge.
• Borg, S. (2017). Twelve tips for doing teacher research. University of Sydney Papers in TESOL.
• Bowen, P. W., Rose, R., & Pilkington, A. (2017). Mixed methods-theory and practice. Sequential, explanatory approach. International Journal of Quantitative and Qualitative Research Methods, 5(2), 10.
• Bozkus, K. (2022). The problems of school administrators scale. International Journal of Educational Leadership and Management, 10(1), 25-55.
• Bradley, C. (2018). Research support priorities of and relationships among librarians and research administrators: a content analysis of the professional literature. Evidence Based Library and Information Practice, 13(4), 15-30.
• Brandon, J., Hollweck, T., Donlevy, J. K., & Whalen, C. (2018). Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership. Teachers and teaching, 24(3), 263-280.
• Brooks, K., & Adams, S. R. (2015). Developing agency for advocacy: Collaborative inquiry-focused school-change projects as transformative learning for practicing teachers. The New Educator, 11(4), 292-308.
• Bullo, M. M., Labastida, R. T., & Manlapas, C. C. (2021). Challenges and difficulties encountered by teachers in the conduct of educational research: Basis for teachers’ enhancement program. International Journal of Research Studies in Education, 10(13), 67-75.
• Burns, A. (2010). Doing action research in English language teaching: a guide for practitioners. New York: Routledge
• Bush, T. (2022). Challenges facing school principals: Problems and solutions. Educational Management Administration & Leadership, 50(4), 533-535.
• Bush, T., & Ng, A. Y. M. (2019). Distributed leadership and the Malaysia Education Blueprint: From prescription to partial school-based enactment in a highly centralised context. Journal of educational administration, 57(3), 279-295.
• Cadavez Jr, A. G., Hungo, M. O., & Casinillo, L. F. (2025). School administrators' knowledge, understanding, and commitment to the core values of the Department of Education. HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE-SOCIAL SCIENCES, 15(2).
• Cain, T. (2018). Teacher Research. In Becoming a Research-Informed School (pp. 120-138). Routledge.
• Caingcoy, M. (2020). Research capability of teachers: Its correlates, determinants and implications for continuing professional development.
• Camburn, E. M., Goldring, E., Sebastian, J., May, H., & Huff, J. (2016). An examination of the benefits, limitations, and challenges of conducting randomized experiments with principals. Educational administration quarterly, 52(2), 187-220.
• Capulso, L. B. (2020). Research productivity of select secondary schools in Central Luzon, Philippines. Journal of World Englishes and Educational Practices, 2(2), 1-11.
• Chiu, T. K. (2024). The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 32(10), 6187-6203.
• Chiwamba, S. V., & Kigobe, J. (2022). Challenges Encountered by School Heads in Carrying out Instructional Supervisory Activities in Public Secondary Schools in Lindi Region-Tanzania. Asian Journal of Education and Social Studies, 29(AJESS), 1-8.
• CIOCON, S. (2023). Characteristics, Leadership Behavior and Practices of School Heads and their Relationship to their Office Performance. AIDE Interdisciplinary Research Journal, 6, 111-136.
• Clark, B. R. (2023). Places of inquiry: Research and advanced education in modern universities. Univ of California Press.
• Claud, D., & Dalisay, J. (2024). Demographic Profile, School Heads’ Supervisory Practices, and Teachers’ Performance: Towards Corresponding Intervention Program. Romblon State University Research Journal, 6(2), 72-80.
• Cleverley-Thompson, S. (2016). The role of academic deans as entrepreneurial leaders in higher education institutions. Innovative Higher Education, 41, 75-85.
• Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational researcher, 45(1), 48-54.
• Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., ... & Burns, H. (2017). Evidence-informed teaching: an evaluation of progress in England. Research Report. Department for Education.
• Comon, J., & Corpuz, G. (2024). Teachers’ research competence and engagement: Basis for research development plan. American Journal of Arts and Human Science, 3(1), 24-44.
• Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration & Leadership, 45(3), 521-540.
• Cordingley, P. (2015). The contribution of research to teachers’ professional learning and development. Oxford review of education, 41(2), 234-252.
• Cornelissen, F., McLellan, R. W., & Schofield, J. (2017). Fostering research engagement in partnership schools: Networking and value creation. Oxford Review of Education, 43(6), 695-717.
• Cox, A. M., & Verbaan, E. (2016). How academic librarians, IT staff, and research administrators perceive and relate to research. Library & Information Science Research, 38(4), 319-326.
• Creswell, J. W. (2011). Controversies in mixed methods research. The Sage handbook of qualitative research, 4(1), 269-284.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
• Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. pearson.
• Crow, G., Day, C., & Møller, J. (2017). Framing research on school principals’ identities. International Journal of Leadership in Education, 20(3), 265-277.
• Daniel, K. L., McConnell, M., Schuchardt, A., & Peffer, M. E. (2022). Challenges facing interdisciplinary researchers: Findings from a professional development workshop. Plos one, 17(4), e0267234.
• Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational research review, 27, 110-125.
• Darling-Hammond, L., & Bransford, J. D. (2014). Preparing teachers for a changing world: Teaching for understanding and for a changing world. San Francisco, CA: Jossey-Bass.
• Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E. L., ... & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. John Wiley & Sons.
• De Asis, A., Amoyan, S. K., & Tamayo, D. (2023). School Heads’ Research Knowledge, Competence, and Challenges Encountered: Basis for Research Revitalization Program. WVSU Research Journal, 12(1), 17-37.
• De Asis, A., Amoyan, S. K., & Tamayo, D. (2023). School Heads’ Research Knowledge, Competence, and Challenges Encountered. WVSU Research Journal, 12(1), 1-1.
• De Asis, A., Amoyan, S. K., & Tamayo, D. (2023). School Heads’ Research Knowledge, Competence, and Challenges Encountered: Basis for Research Revitalization Program. WVSU Research Journal, 12(1), 17-37.
• Dea, M. (2016). The Nexus between Instructional Supervision, Supervisors' and Teachers': The Practical Paradox and Its Effect on Quality Education a Case of Woliat Zone Administration Elementary and Secondary Schools (1-8). Journal of Education and Practice, 7(7), 108-118.
• Dellomas, J., & Deri, R. (2022). Leadership practices of school heads in public schools. United International Journal for Research & Technology, 4(2), 13-26.
• DeMatthews, D. (2015). Making sense of social justice leadership: A case study of a principal’s experiences to create a more inclusive school. Leadership and Policy in schools, 14(2), 139-166.
• Demir, K. (2015). The effect of organizational trust on the culture of teacher leadership in primary schools. Educational Sciences: Theory and Practice, 15(3), 621-634.
• Demirel, İ. N. (2018). The Opinions of Administrators about In-Service Training Related to the Administration and Investigation. International Journal of Higher Education, 7(2), 76-83.
• Deniz, Ü., & Erdener, M. A. (2020). Levels of school administrators exhibiting instructional supervision behaviors: Teachers’ perspectives. Research in Educational Administration and Leadership, 5(4), 1038-1081.
• Department of Education. (2016). Adoption of the Basic Education Research Agenda (DepEd Order No. 39, s. 2016). Republic of the Philippines. Retrieved from https://www.deped.gov.ph/2016/06/10/do-39-s-2016-adoption-of-the-basic-education-research-agenda/
• Department of Education Memo Order Nos.: 4, s. 2016 and 43 and 13, s. 2015. Adoption of the Basic Education Research Agenda. http://www.deped.gov.ph/orders/do-39-s-2016
• DepEd Order No. 16, s. 2017. (2017). Department of Education. Retrieved from https://www.deped.gov.ph/2017/03/20/do-16-s-2017-research-management-guidelines/
• DepEd Order No. 39, s. 2016. (2016). Department of Education. Retrieved from https://www.deped.gov.ph/2016/06/10/do-39-s-2016-adoption-of-the-basic-education-research-agenda/
• Derrington, M. L., & Anderson, L. S. (2020). Expanding the Role of Teacher Leaders: Professional Learning for Policy Advocacy. Education Policy Analysis Archives, 28(68), n68.
• Dikilitaş, K. (2015). Professional development through teacher-research. Teacher-researchers in action, 47-55.
• Dikilitaş, K. (2015). Teacher research for instructors. Professional development for English language teachers: Perspectives from higher education in Turkey, 27-33.
• Dimmock, C. (2016). Conceptualising the research–practice–professional development nexus: mobilising schools as ‘research-engaged’professional learning communities. Professional development in education, 42(1), 36-53.
• DiPaola, M., & Wagner, C. A. (2018). Improving instruction through supervision, evaluation, and professional development. IAP.
• Dös, I., & Savas, A. C. (2015). Elementary School Administrators and Their Roles in the Context of Effective Schools. Sage Open, 5(1), n1.
• Dou, D., Devos, G., & Valcke, M. (2017). The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment. Educational Management Administration & Leadership, 45(6), 959-977.
• Dumdumaya, D. B., & Samson, E. S. (2021). Research capability and managerial competence of public school administrators. Globus Journal of Progressive Education, 11(2), 138-142.
• Edmund, S., & Lyamtane, R. D. E. (2018). Effectiveness of the heads of schools in managing financial resources in public secondary schools in moshi municipality. International Journal of Scientific Research and Management, 6(5), 2321-3418.
• Edwards, D. J. (2015). Dissemination of research results: on the path to practice change. The Canadian journal of hospital pharmacy, 68(6), 465.
• Elder, G. H., & Johnson, M. K. (2018). The life course and aging: Challenges, lessons, and new directions. In Invitation to the life course (pp. 49-81). Routledge.
• Ellis, N. J., & Loughland, T. (2016). The challenges of practitioner research: A comparative study of Singapore and NSW. Australian Journal of Teacher Education (Online), 41(2), 122-136.
• Englander, M. (2012). The interview: Data collection in descriptive phenomenological human scientific research. Journal of phenomenological psychology, 43(1), 13-35.
• Erkan, C., Riddle, S., & Bhatia, P. (2021). A Systematic Review of Evidence on the Best Ways to Disseminate Research Evidence to Teachers.
• Espinosa, F. M. (2017). FINANCIAL MANAGEMENT PRACTICES OF SCHOOL HEADS: TEACHERS'PERSPECTIVES. Skyline Business Journal, 13(1).
• Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
• Fairman, J. C., & Mackenzie, S. V. (2015). How teacher leaders influence others and understand their leadership. International journal of leadership in education, 18(1), 61-87.
• Farley-Ripple, E. N. (2024). The Use of Research in Schools: Principals’ Capacity and Contributions. Education Sciences, 14(6), 561.
• Field, A. P. (2013). Discovering statistics using SPSS (4th ed.). SAGE Publications.
• Flessa, J., Bramwell, D., Fernandez, M., & Weinstein, J. (2018). School leadership in Latin America 2000–2016. Educational Management Administration & Leadership, 46(2), 182-206.
• Frost, D. (2016). From professional development to system change: Teacher leadership and innovation. In Teacher Leadership and Professional Development (pp. 45-67). Routledge.
• Fullan, M. (2014). Leading the change: A guide to school reform. Thousand Oaks, CA: Corwin.
• Fullan, M. (2023). The principal 2.0: Three keys to maximizing impact. John Wiley & Sons.
• Fung, D., & Gordon, C. (2016). Rewarding educators and education leaders in research-intensive universities.
• Ghavifekr, S., & Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17, 87-106.
• Ghumman, M. A., Khalid, M. I., & Mahmood, T. Importance of Training Workshops to Enhance Capacity Building of Elementary School Administrators in Punjab. 2015
• Glanz, J. (2014). Action research: An educational leader's guide to school improvement. Rowman & Littlefield.
• Go, A. D. G., & Rey, T. E. (2024). School heads’ instructional supervisory skills and teachers’ performance.
• Godfrey, D. (2016). Leadership of schools as research-led organisations in the English educational environment: Cultivating a research-engaged school culture. Educational Management Administration & Leadership, 44(2), 301-321.
• Gonzales, I. B., Corpuz, D. A., & Dellosa, R. M. (2020). Research capabilities of public elementary school teachers and management support of the schools division of Nueva Vizcaya, Philippines. Humanities & Social Sciences Reviews, 8(4), 2020.
• González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: systematic review. Sustainability, 14(3), 1493.
• Goosen, L. (2019). Technology-supported teaching and research methods for educators: case study of a massive open online course. In Technology-Supported Teaching and Research Methods for Educators (pp. 128-148). IGI Global.
• Gordon, S. P., & Solis, R. D. (2018). Teacher leaders of collaborative action research: Challenges and rewards. ie: inquiry in education, 10(2), 3.
• Green, T. L. (2017). Community-based equity audits: A practical approach for educational leaders to support equitable community-school improvements. Educational Administration Quarterly, 53(1), 3-39.
• Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools. Wallace Foundation, 2(1), 30-41.
• Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-82.
• Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational Management Administration & Leadership, 46(1), 25-48.
• Gunsalus, C. K. (2021). The College Administrator’s Survival Guide: Revised Edition. Harvard University Press.
• Gunter, H. M. (2016). An intellectual history of school leadership practice and research.
• Guskey, T. R. (2015). Evidence-based classroom assessment: A practical guide for teachers. Thousand Oaks, CA: Corwin.
• Hallinger, P., & Kovačević, J. (2019). A bibliometric review of research on educational administration: Science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335-369.
• Hallinger, P., Dongyu, L., & Wang, W. C. (2016). Gender differences in instructional leadership: A meta-analytic review of studies using the principal instructional management rating scale. Educational Administration Quarterly, 52(4), 567-601.
• Hamlyn, B., Shanahan, M., Lewis, H., O’Donoghue, E., Hanson, T., & Burchell, K. (2015). Factors affecting public engagement by researchers.
• Hancock, D. R., Algozzine, B., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers.
• Harris, A., Jones, M., Ismail, N., & Nguyen, D. (2019). Middle leaders and middle leadership in schools: Exploring the knowledge base (2003–2017). School Leadership & Management, 39(3-4), 255-277.
• Hauptfeld, K. R. S. (2024). A Critical Examination of Obstacles and Opportunities to Building Capacity for Community Engaged Social-Ecological Research and Management (Doctoral dissertation, Colorado State University).
• Hayes, K. N., Bae, C. L., O’Connor, D., & Seitz, J. C. (2020). Beyond funding: How organizational resources support science professional learning. American Journal of Education, 126(3), 389-422.
• Head, B. W. (2016). Toward more “evidence‐informed” policy making?. Public administration review, 76(3), 472-484.
• Hegarty, S., & Finlay, S. (2020). Publications and dissemination. Reliability and Validity of International Large-Scale Assessment: Understanding IEA’s Comparative Studies of Student Achievement, 221-230.
• Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2): Special Issue. http://www.iier.org.au/iier23/hine.pdf
• Huang, Z. (2023). The Status Quo and Prospects of the Research on Teachers' Competence Standards in Higher Vocational Education in China. Journal of Education, Humanities and Social Sciences, 9, 230-236.
• Hudson, K. G., Lawton, R., & Hugh-Jones, S. (2020). Factors affecting the implementation of a whole school mindfulness program: a qualitative study using the consolidated framework for implementation research. BMC Health Services Research, 20, 1-13.
• Huenneke, L. F., Stearns, D. M., Martinez, J. D., & Laurila, K. (2017). Key strategies for building research capacity of university faculty members. Innovative higher education, 42, 421-435.
• International Baccalaureate. (2020). The IB Learner Profile. Geneva, Switzerland: International Baccalaureate.
• Ioannidou-Koutselini, M., & Patsalidou, F. (2015). Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness. Educational Action Research, 23(2), 124-139.
• Iqbal, S. A., Wallach, J. D., Khoury, M. J., Schully, S. D., & Ioannidis, J. P. (2016). Reproducible research practices and transparency across the biomedical literature. PLoS biology, 14(1), e1002333.
• Irby, D. M., & O'sullivan, P. S. (2018). Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges. Medical education, 52(1), 58-67.
• Ishaq, A., Abbas, F., Arif, K. M., & Zia, R. B. (2023). Empowering Education: Unraveling the Administrative Role of Head Teachers in Nankana Sahib, Punjab, Pakistan. OEconomia.
• Ispa-Landa, S., & Thomas, S. (2019). Race, gender, and emotion work among school principals. Gender & Society, 33(3), 387-409.
• James, A. Training of Head Teachers Workshop in Supportive Supervision and Instructional Leadership.
• Kalkan, Ü., Altınay Aksal, F., Altınay Gazi, Z., Atasoy, R., & Dağlı, G. (2020). The relationship between school administrators’ leadership styles, school culture, and organizational image. Sage Open, 10(1), 2158244020902081.
• Karakose, T., Ozdogru, M., & Malkoc, N. (2024, December). Leading sustainable school improvement: a meta-synthesis of qualitative research on problems and challenges faced by school leaders. In Frontiers in Education (Vol. 9, p. 1449174). Frontiers Media SA.
• Kartini, D., Kristiawan, M., Fitria, H., Negeri, S., & Sugihan, M. (2020). The influence of principal’s leadership, academic supervision, and professional competence toward teachers’ performance. International Journal of Progressive Sciences and Technologies (IJPSAT), 20(1), 156-164.
• Keser Ozmantar, Z., & Gök, F. (2024). Gender differences in school principals’ ethical decision-making processes. International Journal of Educational Management, 38(6), 1667-1684.
• Khaleel, N., Alhosani, M., & Duyar, I. (2021, April). The role of school principals in promoting inclusive schools: A teachers’ perspective. In frontiers in education (Vol. 6, p. 603241). Frontiers Media SA.
• Kilag, O. K. T., Angtud, R. M. A., Uy, F. T., Alvez, G. G. T., Zamora, M. B., Canoy, C. B., & Sasan, J. M. (2023). Exploring the relationships among work motivation, job satisfaction, administrative support, and performance of teachers: A comprehensive study. International Journal of Scientific Multidisciplinary Research, 1(3), 239-248.
• Kistoro, H. C. A., & Roviana, S. (2023). DIFFICULTIES OF PRINCIPALS WITH CARRYING OUT SCHOOL ACTION RESEARCH: A PHENOMENOLOGICAL ANALYSIS. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 15(1), 115-138.
• Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C. (2021). Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams. Research in Education, 111(1), 89-107.
• Korejan, M. M., & Shahbazi, H. (2016). An analysis of the transformational leadership theory. Journal of fundamental and applied sciences, 8(3), 452-461.
• Korte, D. S. (2017). The influence of social support on teacher self-efficacy in novice agricultural education teachers (Doctoral dissertation, University of Missouri--Columbia).
• Kutlay, N. (2012). A survey of English language teachers’ views of research. Procedia - Social and Behavioral Sciences. 70, 188-206. https://doi.org/10.1016/j.sbspro.2013.01.055
• Kyaw, M. T. (2021). Factors influencing teacher educators’ research engagement in the reform process of teacher education institutions in Myanmar. Sage Open, 11(4), 21582440211061349.
• Lagrio, R., Fabonan, J., & San Jose, L. (2022). Research competence and productivity among school heads and teachers: Basis for district research capacity building. Psych Educ, 1-7.
• Lehtonen, T., Pitkänen, K., & Vaattovaara, J. (2015). Encouraging teacher research through in-house activities: The approach of a Finnish University Language Centre. In International perspectives on teacher research (pp. 170-184). London: Palgrave Macmillan UK.
• Leithwood, K. (2016). Department-head leadership for school improvement. Leadership and Policy in Schools, 15(2), 117-140.
• Leithwood, K. (2021). A review of evidence about equitable school leadership. Education sciences, 11(8), 377.
• Leuverink, K. R., & Aarts, A. M. L. (2022). Changes in teachers’ professional behavior through conducting teacher research. Journal of Educational Change, 23(1), 61-84.
• Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453.
• Llego, M.A. (2017). Updated deped gender responsive basic education policy. DepEd order no. 32, s. 2017. https://www.teacherph.com/genderresponsive-policy/
• Lochmiller, C. R. (2016). Examining administrators’ instructional feedback to high school math and science teachers. Educational Administration Quarterly, 52(1), 75-109.
• Louiesito Jr, A. M. Research Skills and Competence of Secondary School Teachers in One City Schools Division in the Central Philippines.
• Loyola, M. C. C. A. (2016). Career Development Patterns and Values of Women School Administrators. Journal of Education and Practice, 7(5), 26-31.
• Lunenburg, F. C., & Ornstein, A. (2021). Educational administration: Concepts and practices. Sage Publications.
• Luszczynska, A., & Schwarzer, R. (2015). Social cognitive theory. Fac Health Sci Publ, 2015, 225-251.
• Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and teacher education, 55, 291-307.
• Maiya, A. K., & Aithal, P. S. (2023). A review-based research topic identification on how to improve the quality services of higher education institutions in academic, administrative, and research areas. Maiya, AK, & Aithal, PS,(2023). A Review based Research Topic Identification on How to Improve the Quality Services of Higher Education Institutions in Academic, Administrative, and Research Areas. International Journal of Management, Technology, and Social Sciences (IJMTS), 8(3), 103-153.
• Mamiseishvili, K., Miller, M. T., & Lee, D. (2016). Beyond teaching and research: Faculty perceptions of service roles at research universities. Innovative Higher Education, 41, 273-285.
• Manduca, C. A., Iverson, E. R., Luxenberg, M., Macdonald, R. H., McConnell, D. A., Mogk, D. W., & Tewksbury, B. J. (2017). Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances, 3(2), e1600193.
• Manila, B. M., Dayanan, H. B. G., Barlis, J. M., & Fajardo, J. D. (2022). Assessment of teachers’ research capability towards the promotion of research culture in elementary school. Asia Pacific Journal of Management and Sustainable Development, 10(2), 45-50.
• Mankiw, N. G. (2014). Principles of economics. Cengage Learning.
• Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269-289.
• Martinez, J., & McAbee, S. (2020). School Administrator Support of Teachers: A Systematic Review (2000-2019). Education Leadership Review, 21(1), 230-254.
• Martínez, M. M., Molina-López, M. M., & de Cabo, R. M. (2021). Explaining the gender gap in school principalship: A tale of two sides. Educational Management Administration & Leadership, 49(6), 863-882.
• Maydew, H., & Atkinson, S. (2022). The benefits and challenges of conducting research in schools using a single case experimental design. Educational Psychology in Practice, 38(1), 89-107.
• Maylor, H., Blackmon, K., & Huemann, M. (2017). Researching business and management. Bloomsbury Publishing.
• McKenney, S., & Reeves, T. (2018). Conducting educational design research. Routledge.
• McKim, C. A. (2017). The value of mixed methods research: A mixed methods study. Journal of mixed methods research, 11(2), 202-222.
• MELLORIA, J. L. M., & GAYLO, D. N. (2024). Filipino School Heads in Basic Education as Research Leaders: Practices, Challenges, and Opportunities. Balkan & Near Eastern Journal of Social Sciences (BNEJSS), 10(3).
• Mertler, C. A. (2024). Action research: Improving schools and empowering educators. Sage Publications.
• Mestry, R. (2017). Empowering principals to lead and manage public schools effectively in the 21st century. South African Journal of Education, 37(1), 1-11.
• Mincu, M. E. (2015). Teacher quality and school improvement: what is the role of research?. Oxford Review of Education, 41(2), 253-269.
• Minkler, M., Salvatore, A. L., & Chang, C. (2018). Participatory approaches for study design and analysis in dissemination and implementation research. Dissemination and implementation research in health: Translating science to practice, 2, 175-190.
• Mirra, N., Garcia, A., & Morrell, E. (2015). Doing youth participatory action research: Transforming inquiry with researchers, educators, and students. Routledge.
• Mockler, N., & Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers and teaching, 21(5), 603-614.
• Mohammed, D. A. M. A. (2019). USING ACTION-RESEARCH BASED PROGRAM FOR ENHANCING EFL PRE-MASTER STUDENTS'INFORMATION LITERACY SKILLS AND SELF-REFLECTIVE INQUIRY.
• Moosa, V. (2021). Review of collective teacher efficacy research: Implications for teacher development, school administrators and education researchers. International Journal of Theory and Application in Elementary and Secondary School Education, 3(1), 62-73.
• Morales, M.P.E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science (IJRES), 2(1), 156-165. https://doi.org/10.21890/ijres.01395
• Muriithi, P., Horner, D., Pemberton, L., & Wao, H. (2018). Factors influencing research collaborations in Kenyan universities. Research Policy, 47(1), 88-97.
• Muthoka, J. K. (2018). Administrative Factors Influencing Principals’ Effectiveness in Instructional Supervision in Public Secondary Schools in Mukaa Sub-County, Makueni County, Kenya (Doctoral dissertation).
• Mwesiga, A., & Okendo, E. O. (2018). Effectiveness of heads of schools in supervising teachers’ teaching activities in secondary schools in Kagera Region, Tanzania. International Journal of Scientific Research and Management, 6(04), 91-107.
• Na, J., Perera, C., Purushothaman, R., & Sumintono, B. (2017). Key challenges of principals trainings and their professional development in Henan province, China: A qualitative inquiry. Educational Leader, 5(5), 171-186.
• Naidoo, P. (2019). Perceptions of teachers and school management teams of the leadership roles of public school principals. South African Journal of Education, 39(2).
• Nalzaro Jr, R. (2022). School Administrators’ Supervision, Teachers’ Competence and Students’ Performance. Psychology and Education: A Multidisciplinary Journal, 4(1), 375-376.
• Nasreen, A., & Odhiambo, G. (2018). The Continuous Professional Development of School Principals: Current Practices in Pakistan. Bulletin of Education and Research, 40(1), 245-266.
• Neal, J. W., Neal, Z. P., Kornbluh, M., Mills, K. J., & Lawlor, J. A. (2015). Brokering the research–practice gap: A typology. American journal of community psychology, 56, 422-435.
• Neuman, W. L. (2014). Social research methods (8th ed.). Pearson.
• Ng, S. W., & Szeto, S. Y. E. (2016). Preparing school leaders: The professional development needs of newly appointed principals. Educational Management Administration & Leadership, 44(4), 540-557.
• Nooruddin, S., & Bhamani, S. (2019). Engagement of School Leadership in Teachers' Continuous Professional Development: A Case Study. Journal of Education and Educational Development, 6(1), 95-110.
• Norasmah, O., & Chia, S. Y. (2016). The challenges of action research implementation in Malaysian schools. Pertanika Journal of Social Science and Humanities, 24(1), 43-52.
• Obwegeser, N., & Papadopoulos, P. M. (2016). Integrating research and teaching in the IS classroom: Benefits for teachers and students. Journal of Information Systems Education, 27(4), 249-258.
• Oco, R. M. (2022). Leadership styles of school heads and its relationship to school performance. GSJ, 10(1).
• OECD. (2016). Education 2030: A global education framework. Paris, France: OECD.
• OECD. (2021). The future of education and work: Education 2030. Paris, France: OECD.
• Oestar, J., & Marzo, C. (2022). Teachers as researchers: Skills and challenges in action research making. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 95-104.
• Olswang, L. B., & Prelock, P. A. (2015). Bridging the gap between research and practice: Implementation science. Journal of Speech, Language, and Hearing Research, 58(6), S1818-S1826.
• Otieno, K. O., Ajowi, J. O., & Bosire, J. N. (2015). Challenges faced by the school administration while carrying out various welfare practices on secondary school teachers in Bondo sub-county, Kenya.
• Ozdemir, S., Sezgin, F., & Kilic, D. (2015). School administrators' leadership competencies according to the views of school administrators and teachers. EGITIM VE BILIM-EDUCATION AND SCIENCE, 40(177).
• Öznacar, B., & Dericioğlu, S. (2017). The role of school administrators in the use of technology. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 253-268.
• Pacitto, K. M. (2020). Teachers' and Administrators' Perceptions of Content Area Specialization at the Elementary Level. Immaculata University.
• Papanastasiou, E. C., & Karagiorgi, Y. (2019). The involvement of school teachers in research‐related activities: Extent, quality and predictors. European Journal of Education, 54(4), 621-634.
• Patton, K., Parker, M., & Tannehill, D. (2015). Helping teachers help themselves: Professional development that makes a difference. NASSP bulletin, 99(1), 26-42.
• Pau, A., Omar, H., Khan, S., Jassim, A., Seow, L. L., & Toh, C. G. (2017). Factors associated with faculty participation in research activities in dental schools. Singapore dental journal, 38, 45-54.
• Paymalan, I. B., & Erno, E. J. B. (2020). Status, challenges and directions of research involvement of teachers: A baseline study for research and development intervention program in Dinagat Division. Journal of Educational Research, 5(4), 14-35.
• Penuel, W. R., Allen, A. R., Coburn, C. E., & Farrell, C. (2015). Conceptualizing research–practice partnerships as joint work at boundaries. Journal of Education for Students Placed at Risk (JESPAR), 20(1-2), 182-197.
• Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., ... & Allen, A. R. (2017). How school and district leaders access, perceive, and use research. AERA Open, 3(2), 2332858417705370.
• Penuel, W. R., Briggs, D. C., Davidson, K. L., Herlihy, C., Sherer, D., Hill, H. C., ... & Allen, A. R. (2016). Findings from a National Study on Research Use among School and District Leaders. Technical Report No. 1. National Center for Research in Policy and Practice.
• Penuel, W. R., Farrell, C. C., Allen, A. R., Toyama, Y., & Coburn, C. E. (2018). What research district leaders find useful. Educational Policy, 32(4), 540-568.
• Perines, H. (2021). Educational research training in teacher training programs: The views of future teachers. International Education Studies, 14(1), 76-85.
• Pinho, C., Franco, M., & Mendes, L. (2021). Application of innovation diffusion theory to the E-learning process: higher education context. Education and Information Technologies, 26(1), 421-440.
• Player, D., Youngs, P., Perrone, F., & Grogan, E. (2017). How principal leadership and person-job fit are associated with teacher mobility and attrition. Teaching and Teacher Education, 67, 330-339.
• Pourgaz, A. W., Naruei, A. G., & Jenaabadi, H. (2015). Examining the relationship of organizational citizenship behavior with organizational commitment and equity perception of secondary school administrators. Psychology, 6(6), 800-807.
• Prado, N. I. (2019). Predictors of research productivity among administrators, faculty, and students. Liceo Journal of Higher Education Research, 15(2).
• Pricellas, V. S., Niez, R. A., Nierra, R. N., & Tubis, A. P. U. (2016). Effectiveness of School Administrators’ Leadership Skills and Behaviors and their School Performance in Area III Leyte Division, Philippines. IOSR Journal of Business and Management, 18(8), 106-126.
• Rabin, B. A., & Brownson, R. C. (2017). Terminology for dissemination and implementation research. Dissemination and implementation research in health: Translating science to practice, 2, 19-45.
• Rassel, G., Leland, S., Mohr, Z., & O'Sullivan, E. (2020). Research methods for public administrators. Routledge.
• Riley, N. (2018). Examining the perceptions of principals to improve professional development opportunities and support from central office: A program evaluation.
• Robinson, K., Shakeshaft, C., Grogan, M., & Newcomb, W. S. (2017, April). Necessary but not sufficient: The continuing inequality between men and women in educational leadership, findings from the American Association of School Administrators mid-decade survey. In Frontiers in Education (Vol. 2, p. 12). Frontiers Media SA.
• Ruben, B. D., De Lisi, R., & Gigliotti, R. A. (2023). A guide for leaders in higher education: Concepts, competencies, and tools. Taylor & Francis.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78.
• S Groenewald, E., Groenewald, C. A., C Dela Cruz, R. A., T Uy, F., T Kilag, O. K., & T Villaver Jr, M. (2024). Navigating educational leadership: Challenges, styles, and impacts–A systematic review. IMJRISE International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 1(2), 262-267.
• Samosa, R. C. (2021). Cultivating Research Culture: Capacity Building Program toward Initiatives to Improve Teachers Self-Efficacy, Research Anxiety and Research Attitude. Online Submission, 2(3), 182-198.
• Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms. Srate Journal, 27(1), 22-30.
• Sarıçoban, A., & Kırmızı, Ö. (2019, April). TEACHERS AS RESEARCHERS: PERCEPTIONS AND CHALLENGES IN ELT. In ILTERG CONFERENCE (p. 42).
• SARIMSAKOVA, D. (2024). Understanding teacher research: benefits and misconceptions.
• Sarkar, M. (2014). Challenges in conducting educational research: The case of a developing country. In Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium 2014. Deakin University.
• Schools Division of Samar. (n.d.). Schools Division of Samar | Official Website. https://depedsamardivision.site/
• Shaheen, O. (2017). A Link between communities of practice and the world of social capital. World Scientific News, (80), 192-206.
• Shakuna, K. S., Mohamad, N., & Ali, A. B. (2016). The effect of school administration and educational supervision on teachers teaching performance: training programs as a mediator variable. Asian Social Science, 12(10), 257-272.
• Shogbesan, Y. O., Adeoye, M. A., Osaro-Martins, B. E., & Shabi, Z. (2024). Perceived influence of administrative support on secondary school teachers' effectiveness. Evaluation Studies in Social Sciences, 5(2), 102-123.
• Slaten, C. D., Ferguson, J. K., Allen, K. A., Brodrick, D. V., & Waters, L. (2016). School belonging: A review of the history, current trends, and future directions. The Educational and Developmental Psychologist, 33(1), 1-15.
• Smith, C., & Gillespie, M. (2023). Research on professional development and teacher change: Implications for adult basic education. In Review of Adult Learning and Literacy, Volume 7 (pp. 205-244). Routledge.
• Smith, J. D., Li, D. H., & Rafferty, M. R. (2020). The implementation research logic model: a method for planning, executing, reporting, and synthesizing implementation projects. Implementation Science, 15, 1-12.
• Smith, K. (2015). The role of research in teacher education. Research in Teacher Education, 5(2), 43-46.
• Snodgrass Rangel, V. (2018). A review of the literature on principal turnover. Review of Educational Research, 88(1), 87-124.
• Sofo, F., & Abonyi, U. K. (2018). Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools. Professional Development in Education, 44(4), 521-538.
• Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56.
• Stewart, T. (2013). Classroom research and classroom teachers. FLLT Conference Proceedings. Language Institute Thammasat University.http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/134.pdf
• Stronge, J. H., & Xu, X. (2021). Qualities of effective principals. ASCD.
• Tahil, M. S., & Purcia, E. L. (2023). Breaking the Glass Ceiling: Experiences of Women Public School Heads.
• Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43.
• Tamadoni, A., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2024). A systematic review of key contextual challenges facing school principals: Research-informed coping solutions. Educational Management Administration & Leadership, 52(1), 116-150.
• Tan, C. N. L. (2016). Enhancing knowledge sharing and research collaboration among academics: the role of knowledge management. Higher education, 71, 525-556.
• Tan, M. R. S. Teachers and School Administrators' Assessment of their Classroom Management and Leadership Practices. Research Studies, 3(12), 2379-2386.
• Tansiongco, L. A., & Ibarra, F. (2020). Educational Leader’ s Adversity Quotient, Management Style, and Job Performance: Implications to School Leadership. Indonesian Research Journal in Education| IRJE|, 386-401.
• Tatto, M. T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41(2), 171-201.
• Tatto, M. T. (2023). Developing teachers' research capacity: The essential role of teacher education. In ‘The Village and the World’ (pp. 27-46). Routledge.
• Thanh Pham, H., Huynh-Lam, A. C., & Van Nguyen, Y. (2021). Perceptions of high school administrators, teachers, and staff on their educational action research skills.
• Tindowen, D. J., Guzman, J., & Macanang, D. (2019). Teachers’ conception and difficulties in doing action research. Universal Journal of Educational Research, 7(8), 1787-1794.
• Tingabngab, V., & Binayao, B. (2023). Challenges faced by the public elementary school teachers in conducting action research. Teacher Education and Curriculum Studies, 8(1), 14-22.
• Tingle, E., Corrales, A., & Peters, M. L. (2019). Leadership development programs: Investing in school principals. Educational Studies, 45(1), 1-16.
• Tintoré, M., Cunha, R. S., Cabral, I., & Alves, J. J. M. (2022). A scoping review of problems and challenges faced by school leaders (2003–2019). Educational Management Administration & Leadership, 50(4), 536-573.
• Tosun, A., & Bostancı, A. B. (2024). The role of administrative support in the relationship between teachers’ perceptions of organizational support and teacher leadership levels. Journal of Pedagogical Research, 8(3), 230-245.
• Trimmer, K., Donovan, J., & Flegg, N. (2020). Educational innovation: Challenges of conducting and applying research in schools. Curriculum, schooling and applied research: Challenges and tensions for researchers, 1-17.
• Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of educational administration, 53(1), 66-92.
• Tuytens, M., & Devos, G. (2017). The role of feedback from the school leader during teacher evaluation for teacher and school improvement. Teachers and Teaching, 23(1), 6-24.
• TY, A. L., & SANICO, F. L. (2021). Competencies of Public Elementary School Teachers in the Second District of Northern Samar, Philippines. Ilkogretim Online, 20(4).
• Ulla, M. B. (2018). Benefits and challenges of doing research: Experiences from Philippine public school teachers. Issues in Educational Research, 28(3), 797-810.
• Ulla, M. B., Barrera, K. I. B., & Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teachers' perceptions, motivations, and challenges. Australian Journal of Teacher Education (Online), 42(11), 52-64.
• UNESCO. (2017). Education 2030: A global education framework for sustainable development. Paris, France: UNESCO.
• UNESCO. (2022). Education 2030: A global education framework for sustainable development. Paris, France: UNESCO.
• UNICEF. (2018). Education: A child's right. New York, NY: UNICEF.
• Vula, E., & Saqipi, B. (2015). Developing action research for developing teachers in Kosovo. Turkish Online Journal of Qualitative Inquiry, 6(4), 1-21.
• Wangdi, T., & Tharchen, N. (2021). Bhutanese school teachers' perceptions, challenges and perceived benefits in doing research. Issues in Educational Research, 31(3), 990-1005.
• Wellington, J. (2015). Educational research: Contemporary issues and practical approaches. Bloomsbury Publishing.
• Welsh, R. O. (2021). Assessing the quality of education research through its relevance to practice: An integrative review of research-practice partnerships. Review of Research in Education, 45(1), 170-194.
• Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of science teacher education, 26, 121-137.
• Wise, D. (2015). Emerging Challenges Facing School Principals. Education Leadership Review, 16(2), 103-115.
• Wong, A. M. (2019). Driving forces of master teachers’ research capability: Towards building a research culture in the division of Romblon, Philippines. International Journal of Advanced Research and Publications, 3(7), 92-97.
• Worku, M. Y. (2023). Striving to disseminate research that informs and improves educational practices and policies. Bahir Dar Journal of Education, 23(1), 1-4.
• World Bank. (2019). World development report 2020: Shaping the future of work. Washington, DC: World Bank.
• Xue, J., Chen, X., Zhang, Z., Liu, Y., Liu, X., Huang, W., … & Guo, H. (2022). Survey on status quo and development needs of research and innovation capabilities of young researchers at university-affiliated hospitals in China: a cross-sectional survey. Annals of Translational Medicine, 10(18).
• Yan, C. (2017). ‘You never know what research is like unless you’ve done it!’Action research to promote collaborative student-teacher research. Educational Action Research, 25(5), 704-719.
• Yan, R. (2020). The influence of working conditions on principal turnover in K-12 public schools. Educational Administration Quarterly, 56(1), 89-122.
• Yuan, R., Sun, P., & Teng, L. (2016). Understanding language teachers' motivations towards research. Tesol Quarterly, 50(1), 220-234.
• Zulieta, N. B., Sudarsana, I. K., Arrieta, G. S., & Ancho, I. V. (2020). Trends In School Enrollment And Graduation: The Experience Of Educational Management Students In The Graduate School. Jurnal Penjaminan Mutu, 6(01), 88-98.