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All Journal Indonesian Journal of Education Research (IJoER)
Jake M Laguador
Bicol State College of Applied Sciences and Technology
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Extent of Utilization, Perceived Advantages and Disadvantages and Effect on Teacher Productivity of Generative AI Tools Jake M Laguador
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i1.2562

Abstract

Purpose of the study: Generative AI is now reshaping either positively or negatively the nature of instructional and administrative work of teachers which makes its effect on productivity an important matter for consideration. This study explores on the utilization, perceived pros and cons and the effects on teacher productivity of Gen AI tools. Methodology: Quantitative descriptive type of research was utilized in the study involving 101 Filipino teachers teaching in the primary and secondary levels with major fields of specialization in Science, Math, English and Technology and Livelihood Education. A survey questionnaire using Google Form was used to collect data for one month with focus group discussion for validation of the results. Main Findings: Result showed that ChatGPT, Grammarly and Quillbot are the most commonly used Gen AI tools by teachers. The use of Gen AI tools has positive effect on productivity in terms of preparing lessons, content materials, strategies and assessments which describes their intention to continue utilizing it towards achieving certain level of productivity regardless of sex and field of specialization. Teachers who expressed high level of Gen AI utilization are also those who perceived high advantages and observed higher effect on productivity. Novelty/Originality of this study: The study provides an empirical evidence and multi-dimensional analysis on utilization of Generative AI tools among teachers who are considered developing users that will be used by educational managers to inform policy development, capacity-building programs, and strategic decision-making for the effective, ethical and responsible integration of Generative AI tools to enhance teacher productivity and instructional quality.
Research Capability and Professional Development Needs of Public School Teachers in Action Research: A Profile-Based Analysis Jake M Laguador; John Rey SR Soverano
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i2.2774

Abstract

Purpose of the study: This study aims to assess the professional development needs and research capability gaps of public elementary school teachers as a basis for developing targeted, evidence-informed interventions. Methodology: Quantitative research method was utilized in the study with 62 teacher-respondents using cross-sectional survey questionnaire to gather data in terms of profile and development needs in research within three weeks. Data were analyzed using descriptive and inferential statistics. Main Findings: The results revealed that teachers experience moderate to high research difficulty but are willing to engage in research capability training. They demonstrated a very high level of development needs in research across the six identified phases of the research program particularly the married teachers in conceptualization, production, and publication. Age, sex, and educational attainment do not significantly influence development needs, and research difficulty does not affect these needs, highlighting the necessity for targeted professional development. Novelty/Originality of this study: This study is novel in identifying elementary teachers’ specific research capability needs and using these insights to design a structured and contextualized training with mentoring support. By targeting skill gaps across all research phases, the program enhances teachers’ professional competence, contributes to human capital development, and strengthens a sustainable culture of research in the educational community.
Co-Authors John Rey SR Soverano