Research Engagement, Technology Integration, Professional Development Participation and Innovation in English Teaching among Junior High School Teachers: A Correlation Analysis

Abstract

Introduction: Poor teaching innovation remains a significant global issue in education. This study employed a correlation research design to determine the significance of the relationship between research engagement, technology use, and professional development, and of teaching innovations. The 215 teachers as respondents were selected using complete enumeration sampling. The study revealed no significant correlations among variables. Future research may explore other variables and qualitative themes to further explain Diffusion of Innovations Theory, while schools may redirect resources toward alternative programs that directly enhance innovative instructional practices. Aims: This study aimed to determine the relationship between research engagement, technology integration, professional development participation, and innovation in English teaching among junior high school teachers. Study Design: This study employed a quantitative correlational research design. Place and Duration of Study: The study was conducted in 25 public high schools in Clusters 10 and 11 of the Department of Education in Marilog District, Davao City, Philippines. Methodology: The respondents consisted of 200 junior high school English teachers selected through complete enumeration sampling from a population of 215 teachers, resulting in a 92% response rate. Data were collected using adapted survey questionnaires measuring research engagement, technology integration, professional development participation, and teaching innovation. Responses were measured using a four-point Likert scale. Reliability testing yielded Cronbach’s alpha values greater than 0.90, indicating high internal consistency. Descriptive statistics (mean and standard deviation) were used to determine the levels of the variables, while Pearson product-moment correlation was used to determine the significance of relationships among variables at a 0.05 level of significance. Results: Findings revealed that there were no significant correlations between research engagement, technology integration, professional development participation, and innovation in English teaching among the respondents. The results suggest that the examined variables did not significantly influence the level of teaching innovation among junior high school teachers in the context of this study. Conclusion: The study concludes that research engagement, technology integration, and professional development participation may not necessarily predict innovation in English teaching among junior high school teachers. Future studies may explore additional variables and qualitative perspectives to further explain factors influencing teaching innovation. Educational institutions may also consider alternative programs and support systems that more directly enhance innovative instructional practices.