Language, Literature and Education: Research Updates Vol. 12

Research competence is an important component of teacher professional practice, particularly in science education, where evidence-based pedagogy requires the systematic use of inquiry, data and reflective decision-making. This study examined the influence of instructional strategies, digital competence and social support on the research competence of secondary science teachers in the Division of Davao Occidental. It employed a quantitative diagnostic research design with regression analysis. Using total enumeration, 155 science teachers from public and private secondary schools participated during the school year 2025-2026. Data were gathered through adapted and modified survey questionnaires measuring instructional strategies, digital competence, social support and research competence. The data were analysed using descriptive statistics, Pearson product-moment correlation and multiple linear regression. Findings showed very high levels of instructional strategies (M = 3.43, SD = .47), digital competence (M = 3.38, SD = .51), social support (M = 3.52, SD = .48) and research competence (M = 3.42, SD = .47). Significant positive correlations were found between research competence and instructional strategies (r = .811, p < .001), digital competence (r = .872, p < .001) and social support (r = .912, p < .001). Regression analysis further indicated that the three predictors jointly explained 84.9% of the variance in research competence, R2 = .849, F(3,151) = 179.603, p < .001. Social support emerged as the strongest individual predictor, followed by digital competence and instructional strategies. The findings suggest that teacher research competence is associated with pedagogical practice, digital capability and supportive professional environments. Strengthening these areas may assist schools in promoting a more active and collaborative research culture among science teachers.