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| Main Authors: | , |
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| Format: | Recurso digital |
| Language: | English, Old (ca. 450-1100) |
| Published: |
Zenodo
2026
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.20068403 |
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Table of Contents:
- <p>Research productivity among school leaders is essential for promoting evidence‑based practices and school improvement in basic education. This study examined the research productivity of public elementary school heads from selected divisions in Laguna, Philippines, and determined the barriers and enablers influencing their research engagement as a basis for a capacity‑building program. Anchored on Transformational Leadership, Social Cognitive, Self‑Determination, and Resource Allocation theories, the study employed a descriptive‑correlational quantitative design. Seventy (70) public elementary school heads participated in the study using a validated researcher‑made questionnaire. Data were analyzed through weighted mean, Pearson’s r, and multiple regression. Findings revealed that institutional and environmental barriers were high, while personal barriers were low. Enablers of research productivity were rated high across all domains. Overall research productivity was high, particularly in the quality and relevance of research outputs. Barriers were negatively related to research productivity, while enablers showed a strong positive relationship and emerged as the stronger predictor. Based on the findings, Program BRIDGE, a capacity‑building program, was proposed to strengthen enabling conditions and sustain research productivity among school heads.</p>