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<p>This study investigated faculty competency gaps in technology research instruction within technical-vocational education in the Philippines using participatory action research with embedded mixed methods. Data were collected from 197 faculty members across Davao Oriental Province through validated surveys, interviews, focus groups, classroom observations, and curriculum analysis. The faculty demonstrated moderate competency in content knowledge (M = 2.57) and assessment strategies (M = 2.88), but only somewhat proficient implementation skills (M = 2.46). Critical deficiencies emerged in technology-specific competencies: patent searching (M = 1.72) and invention spotting (M = 1.65). ANOVA revealed significant competency differences according to educational background (F = 7.210-11.323, <i>p</i> &lt; .001, η² = 0.130-0.189), professional development participation (F = 44.573–79.425, <i>p</i> &lt; .001, η² = 0.186-0.290), and teaching experience (F = 6.873–13.751, <i>p</i> ≤ .001, η² = 0.066-0.124). The qualitative analysis identified three barriers: content contextualization challenges, limited capacity-building opportunities, and technology resource disparities. Professional development emerged as the strongest predictor of competency, yet 82% of the faculty members lacked relevant training. The findings suggest the potential for targeted faculty development programs that address technical competencies and ethical reasoning, contextualized instructional materials, and the strategic allocation of resources. Addressing these gaps could enhance the Philippines’ innovation capacity by improving technical-vocational education outcomes and providing an empirical foundation for systemic educational reform.</p>

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Enhancing technology research capacity in technical-vocational education: a participatory action research study of faculty development in Davao Oriental, Philippines

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  • 发表日期：

    2025年11月25日

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  • Maria Gloria R. Lugo

摘要

This study investigated faculty competency gaps in technology research instruction within technical-vocational education in the Philippines using participatory action research with embedded mixed methods. Data were collected from 197 faculty members across Davao Oriental Province through validated surveys, interviews, focus groups, classroom observations, and curriculum analysis. The faculty demonstrated moderate competency in content knowledge (M = 2.57) and assessment strategies (M = 2.88), but only somewhat proficient implementation skills (M = 2.46). Critical deficiencies emerged in technology-specific competencies: patent searching (M = 1.72) and invention spotting (M = 1.65). ANOVA revealed significant competency differences according to educational background (F = 7.210-11.323, p < .001, η² = 0.130-0.189), professional development participation (F = 44.573–79.425, p < .001, η² = 0.186-0.290), and teaching experience (F = 6.873–13.751, p ≤ .001, η² = 0.066-0.124). The qualitative analysis identified three barriers: content contextualization challenges, limited capacity-building opportunities, and technology resource disparities. Professional development emerged as the strongest predictor of competency, yet 82% of the faculty members lacked relevant training. The findings suggest the potential for targeted faculty development programs that address technical competencies and ethical reasoning, contextualized instructional materials, and the strategic allocation of resources. Addressing these gaps could enhance the Philippines’ innovation capacity by improving technical-vocational education outcomes and providing an empirical foundation for systemic educational reform.