Effectiveness of Professional Development and Support Interventions and Level of Action Research Writing Skills Among Teachers

Abstract

This study investigated the effect of professional development and support interventions on the action research writing proficiency of elementary teachers in Dangcagan District, Bukidnon, for SY 2025–2026. Utilizing a descriptive-correlational design with a structured questionnaire administered to selected elementary teachers, data were analyzed using mean, standard deviation, and Pearson r. Results revealed that interventions—including technical training, mentoring, resources, time management, and peer collaboration—were perceived as very highly effective. Consequently, teachers demonstrated high proficiency in research writing, particularly in problem identification. Statistical analysis confirmed a significant positive relationship between support interventions and writing ability, thereby rejecting the null hypothesis. The study concludes that teacher proficiency is a direct result of institutional support, emphasizing that a holistic, multi-pronged environment is vital for transforming practitioners into skilled researchers. Recommendations include institutionalizing administrative relief, providing digital tools, and conducting targeted training on technical literature synthesis to bridge existing academic gaps and foster a sustainable culture of inquiry.