Unpacking teacher research preparedness: Interplay of statistical competence, research writing skills, and attitudes among secondary educators
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study examined the research preparedness of secondary teachers by analyzing the interrelationships among statistical competence, research writing competence, and attitude toward research. Using a mixed-methods sequential explanatory design, data were collected from 221 secondary teachers in a suburban city division. The respondents were predominantly female, relatively young, early-career, minimally trained in statistics and research, and largely non-specialists in mathematics and research, indicating a professional context that may constrain research engagement. Descriptive findings showed that teachers demonstrated fair statistical competence (x ̅ = 3.28, SD = 0.82), high research writing competence (x ̅ = 3.66, SD = 0.76), and a positive attitude toward research (x ̅ = 3.71, SD = 0.73). Statistical competence was stronger in foundational tasks but weaker in advanced analyses and statistical software use, whereas research writing competence was stronger in structured and narrative sections than in technical components. Correlational analysis further revealed that statistical competence was significantly associated with age, teaching experience, digital competence, internet satisfaction, mathematics teaching assignment, statistics training, and prior research experience. Research writing competence was significantly related to research training, research teaching assignment, and number of researches conducted. Moreover, statistical competence showed a strong positive correlation with research writing competence (rs = 0.718, p < .001), while both statistical competence (rs = 0.556, p < .001) and research writing competence (rs = 0.659, p < .001) were moderately correlated with attitude toward research. The proposed correlational framework suggests that statistical competence strengthens research writing competence, which in turn reinforces research attitude and engagement. These findings underscore the need for integrated, practice-oriented capacity-building programs that address technical, writing, and motivational dimensions of teacher research preparedness.
Source: Multidisciplinary Reviews
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7219794416