Abstract
Teaching, research, and innovation are among the fundamentals across learning institutions. This study aimed to evaluate the pedagogical innovation, research competence, and the teachers’ professional development in the purposefully selected schools in Agusan del Sur. The study utilized a descriptive design. The researcher used frequency, percentage distribution, mean, standard deviation, and linear regression in order to analyze the data and create a credible and accurate interpretation. As for the findings, all of the majority indicators in pedagogical innovation competence are rated "competent" with an average mean of 4.12 and a standard deviation of 0.45 for research competence and an average mean of 3.62 with a standard deviation of 0.41. Thus, the public secondary teachers-respondents believed that they had manifested pedagogical and research competence. More so, the p-value is lower than the 0.05 level of significance for pedagogical innovation (t = 6.252, p = 0.000), for research competence (t = 5.125, p = 0.000), and lastly, for teachers’ professional development (t = 7.514, p = 0.000). This data means that the three (3) variables have a significant relationship with each other. Therefore, public teachers' professional development provides contextual analysis that allows their capability to be more research competent and innovative.
