Citation: Jeffry M. Saro, Jeffrey Q. Apat, Michael S. Pareja (2023). A Descriptive-Correlational Study of the Teachers’ Motivation, Competences, and Perceptions in Writing Action Research. J Adv Educ Philos, 7(1): 14-24. 14 Journal of Advances in Education and Philosophy Abbreviated Key Title: J Adv Educ Philos ISSN 2523-2665 (Print) |ISSN 2523-2223 (Online) Scholars Middle East Publishers, Dubai, United Arab Emirates Journal homepage: https://saudijournals.com Original Research Article A Descriptive-Correlational Study of the Teachers’ Motivation, Competences, and Perceptions in Writing Action Research Jeffry M. Saro 1* , Jeffrey Q. Apat 2 , Michael S. Pareja 3 1 San Vicente National High School, Prosperidad District V, Division of Agusan del Sur, DepEd, Prosperidad, Agusan del Sur, Philippines; and Pacific Intercontinental College – Transnational Education Provider (PIC) 2 Division of Agusan del Sur, Department of Education (DepEd), Prosperidad, Agusan del Sur, Philippines 3 San Luis National High School, San Luis District I, Division of Agusan del Sur, DepEd, San Luis, Agusan del Sur, Philippines DOI: 10.36348/jaep.2023.v07i01.003 | Received: 25.08.2022 | Accepted: 19.09.2022 | Published: 19.01.2023 *Corresponding author: Jeffry M. Saro San Vicente National High School, Prosperidad District V, Division of Agusan del Sur, DepEd, Prosperidad, Agusan del Sur, Philippines; and Pacific Intercontinental College – Transnational Education Provider (PIC) Abstract In education, action research is significant. In order to address problems and concerns in the classroom, it enables teachers to figure out what went wrong and what may be done. A way to improve classroom instruction and have a bigger impact on students' overall development in public schools is to train teachers to do action research. This study examined how educational research is viewed in the context of public schools in order to assist teachers in upgrading and improving their skills. Using data from public secondary school teachers in the Division of Agusan del Sur, this study analyzes their motivation for writing, research skills and competence, and perceptions. This research project utilized quantitative research. Specifically, it employed a descriptive-correlational research design to evaluate secondary teachers' writing motivation, research skills, and competence, and perspectives on the parts, scope, and significance of action research. The sample size of the population was determined using Slovin's formula with a 0.05% margin of error. The study had been analyzed using IBM SPSS (Statistical Package for the Social Sciences). The data gathered was treated using standard deviation and mean as statistical tools to interpret the teachers' responses. For a correlational analysis between research-writing competence and motivation in teachers' perceptions, the researcher used an alpha of 0.05 and a confidence level of 95%. The secondary teachers who took part in the study exhibited strong, significant motivation and competence in academic research writing. They place a lot of importance on improving their writing. Secondary teachers are capable of writing action research papers that consider the technical aspects, write an introduction, choose an appropriate methodology, present results, and discussions, come to conclusions, offer recommendations, summarize references, and take other research papers into consideration. The Department of Education should use extensive seminars and workshops on action research to give teachers more knowledge and a deeper understanding of how to conduct research. Keywords: Competence, Motivation, Teachers Perceptions, Research Writing, Action Research. Copyright © 2023 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-NC 4.0) which permits unrestricted use, distribution, and reproduction in any medium for non-commercial use provided the original author and source are credited. INTRODUCTION The Philippine Department of Education (DepEd) has released DepEd Order No. 39, Series 2016 to its constituencies in order to promote the adoption of the "Basic Education Research Agenda" and the undertaking of educational research throughout the country. In order to offer remedies based on the outcomes and findings of the currently conducted research, it is necessary to identify the problems and difficulties that teachers and the department are facing. However, since many teachers are unaware of what action research is and how to perform it very well, this was the exact issue in public elementary and secondary schools in the country. The Department of Education has been working on various strategies to educate public school teachers on the significance of conducting research. Unfortunately, a majority of the teachers appeared to have no interest. Moreover, the Department of Education is currently assessing and evaluating its progress in this field. They encourage teachers to embark in action research projects that will highlight their finest approaches to delivering effective teaching and learning processes (Anzaldo & Cudiamat, 2019; Ching, 2021).