Abstract
The ability to conduct research is one of the primary attributes of 21st-century teachers and learners. Learners gaining mastery in this field develop critical thinking skills, ultimately enabling them to become productive human capital in the future. As an approach, research allows teachers to reflect, improve, and enhance their teaching and classroom management practices. This study investigated the level of readiness in conducting school-based research among practical research teachers and students in the sub-congressional districts of Calape, Tubigon, and Loon, Division of Bohol, as of the school year 2018–2019. Descriptive-correlational research was used in the study with the help of a self-made survey tool which was reviewed by a panel of experts for validity. It was pretested and analyzed through Cronbach's Alpha test to determine its reliability. The respondents were chosen through purposive and stratified random sampling techniques wherein only Practical Research teachers and Grade 12 students were considered in this study. The results showed that teachers and students perceived themselves as "Moderately Ready" to undertake a research project. Regarding the problems they encountered in research, teachers consider the concerns about time constraints due to class interruptions as highly serious. Likewise, students pointed out the same problem as the leading issue they faced as researchers. It was also found out that teachers' readiness negatively correlated with the difficulties they encountered in research, whereas, students' readiness was positively correlated with the problems they faced in research. Furthermore, teachers' readiness and difficulties encountered in research did not significantly influence the students' level of preparedness and difficulties encountered in research. Proactive recommendations were proposed to enhance the respondents' level of preparedness and lessen the seriousness of the problems they faced.
