# Basic Education Research Agenda (BERA): DO 39, s. 2016

DepEd's research agenda under DO 39, s. 2016: the four themes, three cross-cutting areas, their research questions, and how to align an action research topic.

This is the Markdown copy of [Basic Education Research Agenda (BERA): DO 39, s. 2016](https://nash.com.ph/blog/basic-education-research-agenda), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Oct 28, 2026, updated Nov 4, 2026. Topics: Action research, School leadership, Aspiring school heads. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

This guide explains the Basic Education Research Agenda (BERA), the list of research priorities that the Department of Education (DepEd) adopted through [DepEd Order (DO) No. 39, s. 2016](https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_039.pdf). The agenda matters to every teacher who applies for research funds: under the [Research Management Guidelines (DO 16, s. 2017)](https://nash.com.ph/blog/deped-research-management-guidelines), proposals "must be in line with the Basic Education Research Agenda", and a topic not aligned with the national or local agenda is one of the six grounds for returning a proposal at initial screening.

It is written for teachers choosing an action research topic, for school heads who guide their school's research, and for teachers preparing for the National Assessment for School Heads (NASH, formerly the NQESH). It covers the four themes and three cross-cutting areas, the research questions under each, how the agenda stands today, and example topics that can be studied with public DepEd data. It ends with two practice items.

## Key points

- **Four themes.** Teaching and Learning, Child Protection, Human Resource Development, and Governance. Each is broken into sub-themes, general research questions and topics.
- **Three cross-cutting areas.** Disaster Risk Reduction and Management (DRRM), Gender and Development (GAD), and Inclusive Education cut across all four themes.
- **The questions are illustrative.** The agenda says its questions "need not be phrased verbatim" and that it "will not limit research inquiries"; researchers may explore other topics that address the sub-themes.
- **Local agendas are encouraged.** DO 39 encourages regional and division research agendas "to echo local concerns", and the Research Management Guidelines accept topics that are a priority in the region, division or school.
- **It was set for six years.** The agenda was designed for six years, which the Basic Education Development Plan (BEDP) 2030 dates to 2017 to 2022, with reviews in the third and sixth years. As of October 2026, no DepEd order has adopted a newer national agenda; regions now publish yearly research priorities with their calls for proposals.
- **Proposals name their theme.** The research application form in the Research Management Guidelines asks for one main research theme and, if applicable, one cross-cutting theme.

## What the research agenda is and why DepEd adopted it

DO 39, s. 2016, signed on 10 June 2016, adopts the agenda "which provides guidance to DepEd and its stakeholders in the conduct of education research and in the utilization of research results to inform the Department's planning, policy, and program development". It defines a research agenda as "a document containing a list of priority education research areas to guide DepEd and its stakeholders in the conduct of research".

The agenda states four aims:

1. build on gains from existing research;
2. generate new knowledge on less explored but priority fields of basic education;
3. systematically focus DepEd's attention on relevant education issues; and
4. maximize available resources for research within and outside the Department.

It guides DepEd researchers in schools, divisions, regions and the Central Office, and is shared with research institutions, other government agencies, higher education and teacher education institutions, and non-government organizations.

### How the agenda was made

DepEd built the agenda in two phases. Key offices first ran a problem tree analysis of challenges in the education system and turned it into a solution tree matched to existing policies and programs. Areas already well studied were set aside, and the remaining gaps were turned into draft research questions. In the second phase, representatives of the regional, division and school levels and external partners reviewed and revised the questions. A team from the World Bank led the development, with support from colleagues in programs of Australia's Department of Foreign Affairs and Trade: the Basic Education Sector Transformation (BEST) program, ACTRC and the Research Center for Teacher Quality (RCTQ).

### Three principles for basic education research

The agenda commits DepEd to three principles, the same ones the [Action Research Toolkit](https://nash.com.ph/blog/action-research-ethics-deped) later used for teacher research:

- **Excellence.** The inquiry is relevant and researchable, the methods are appropriate, and the findings are "logical, coherent, and supported by data".
- **Integrity.** The highest ethical standards apply: no harm to people, informed consent, no unusual risk, and honesty and accuracy in data and reporting.
- **Openness.** Collaboration with partners and multi-disciplinary perspectives, and truthful and timely sharing of results and data sets within the bounds of confidentiality.

## The four research themes

The agenda links its themes to DepEd's mission and to its four stakeholders: Teaching and Learning responds to students' and teachers' needs, Child Protection focuses on students, Human Resource Development on teaching and non-teaching staff, and Governance on administration and stakeholder engagement.

| Theme | Sub-themes | Examples of general research questions |
|:--|:--|:--|
| Teaching and Learning | Instruction; Curriculum; Learners; Assessment; Learning Outcomes | What factors affect the teacher's delivery of the curriculum? What factors affect the achievement of learning outcomes? How does achievement vary by region, division and school? |
| Child Protection | Bullying; teenage pregnancy; child abuse; addiction; media consumption | How can DepEd best address these child protection concerns? |
| Human Resource Development | Qualifications and hiring; Career Development; Employee Welfare | What qualifications and competencies are required for teaching in an inclusive learning environment? What capacity-building activities are most effective? |
| Governance | Planning; Finance; Program Management; Transparency and Accountability; Evaluation | How can DepEd determine standards for critical education resources for schools? How effective have DepEd policies, programs and projects been in meeting their objectives? |

### Theme 1: Teaching and Learning

This theme "covers the actors, activities, and fundamental aspects of teaching and learning in various contexts". It is the theme most school-based action research falls under.

- **Instruction** asks what affects the teacher's delivery of the curriculum, with topics including class size, contact time, materials and resources, ICT in education, language and medium of instruction, Mother Tongue-Based Multilingual Education (MTB-MLE), continuing professional development such as coaching, mentoring and the Learning Action Cell, and classroom management. It also asks which strategies make education inclusive and learner-centered, with topics from Special Education and Indigenous Peoples Education to differentiated instruction and collaborative learning.
- **Curriculum** asks how the K to 12 curriculum contributes to learning outcomes and how it is made responsive to learners, through contextualization, localization and indigenization.
- **Learners** asks what affects learners' learning behaviors and values formation, and "what makes a well-rounded, happy, and smart learner?"
- **Assessment** asks what affects classroom assessment, how assessments are used across the system, and how well Recognition of Prior Learning places learners in special programs.
- **Learning Outcomes** asks what drives achievement, with topics such as the teacher's profile, the learning environment, learning resources, language, assessment and governance, and how achievement varies by region, division and school.

### Theme 2: Child Protection

DepEd recognizes "that a child's condition can significantly affect the achievement of learning outcomes". The theme asks how DepEd can best address bullying (physical, emotional and cyber), teenage pregnancy, child abuse, addiction (substance abuse, online gaming, social media) and media consumption. For each, research may look at the history and prevalence of the problem, contributing factors, vulnerable groups, effects, and the policies, programs and interventions that respond to it.

### Theme 3: Human Resource Development

The theme focuses on teachers, "due to their frontline role in reaching out to learners", and on non-teaching staff. Its questions cover qualifications and hiring (including skills for teaching beginning reading and inclusive education, pre-service teacher education, and issues in hiring public school teachers), career development (selection, promotion, mentoring, training and the Results-Based Performance Management System) and employee welfare (salary, benefits, incentives, teaching load and ancillary services, wellness and what motivates personnel to sustain their commitment).

### Theme 4: Governance

The theme "covers planning, finance, program management, transparency and accountability, and evaluation". Planning questions ask how DepEd can set standards for critical education resources and improve planning across levels. Finance questions ask how DepEd can improve sourcing, disbursing and reporting of funds. Program management asks how effective DepEd's program management and partnerships are. Transparency and accountability questions include how schools can respond to grievances from teachers, learners, parents and the community. Evaluation asks how effective DepEd policies, programs and projects have been, and what unintended consequences they had.

## The three cross-cutting areas

The agenda "recognizes that the following cut across the four themes": Disaster Risk Reduction and Management, Gender and Development, and Inclusive Education.

- **Disaster Risk Reduction and Management (DRRM)** has questions on prevention and mitigation, preparedness, response, and rehabilitation and recovery. The last asks what affects learning continuity in schools and how effective DepEd's recovery interventions are, with topics including psychosocial support, classroom construction and Temporary Learning Spaces.
- **Gender and Development (GAD)** questions "may delve into gender mainstreaming in and gender-responsiveness of DepEd structures, policies, programs, and projects".
- **Inclusive Education** asks how ready DepEd is to provide an inclusive learning environment and how internal and external stakeholders perceive inclusive education.

## The agenda today

DO 39 set "a six-year Research Agenda" with annual, mid-term and end-term reviews in the third and sixth years. The [Basic Education Development Plan 2030 (DO 24, s. 2022)](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/) describes the initial agenda as "designed for a period of six years (2017-2022)" and records what it produced: more attention went to teaching and learning than to the other themes, with "a strong focus on literacy and problem-solving". It concludes that "the nature of research in DepEd is about knowledge creation in schools, for schools", and that DepEd needs to broaden its research to:

- system-level research;
- programmatic approaches more than piecemeal interventions;
- scalability of best practices; and
- longitudinal patterns and trajectories.

The BEDP also lists topics that lacked data, among them learning loss and gains during COVID-19, why fewer males enroll and why males underperform, the adequacy of the language policy, whether School Improvement Plans affect learning outcomes, and parental engagement in the move from child development centers to kindergarten.

No DepEd order has adopted a newer national research agenda, and the [Research Management Guidelines](https://nash.com.ph/blog/deped-research-management-guidelines) still point to DO 39, s. 2016. In practice, regions add yearly priorities: the National Capital Region's 2026 call for BERF proposals, for example, includes its "Regional Research Priorities and Suggested Research Topics" and scores proposals partly on alignment with them. Check your region's current priorities alongside the national agenda. [Education Data, Transparency and Research](https://nash.com.ph/blog/education-data-transparency-research-edcom-ii) covers the gaps in education research and research funding that EDCOM II found.

## How to align an action research topic with the agenda

1. **Start from your own problem.** The Action Research Toolkit asks teachers to start from a problem in their class or school, ranked by strategic importance, urgency, magnitude and feasibility. The agenda helps place it, not choose it.
2. **Find the theme and sub-theme.** A reading intervention for Grade 2 falls under Teaching and Learning, Instruction or Learning Outcomes; a peer support program against cyberbullying under Child Protection; a mentoring scheme for new teachers under Human Resource Development; a school's system for handling parents' concerns under Governance.
3. **Check for a cross-cutting area.** A study of learning continuity in a school with Temporary Learning Spaces adds DRRM; a study of learners with disabilities adds Inclusive Education.
4. **Check your region's priorities.** A topic that fits both the national agenda and the regional priorities scores better in a regional call.
5. **Name them on the form.** The application form (Annex 1 of DO 16) asks you to check one main theme and up to one cross-cutting theme.

## Example topics with public data, by theme

Several BERA questions can be explored with public DepEd data before a teacher designs an intervention. These posts list topics, variables and starting figures:

- **Teaching and Learning: Learning Outcomes.** "How does achievement of expected learning outcomes vary in terms of practices per region, division, and/or school?" The end-of-year Comprehensive Rapid Literacy Assessment (CRLA) for SY 2025-26 counted 511,753 struggling readers among 5,127,670 learners in Grades 1 to 3, and [CRLA Variation: School, Division or Region?](https://nash.com.ph/blog/crla-school-division-region-variation) shows where the differences lie. [Action Research and Thesis Topics on Reading (CRLA)](https://nash.com.ph/blog/action-research-topics-reading-crla) lists twenty reading topics.
- **Teaching and Learning: Instruction.** Class size and contact time are named topics. In 2023, DepEd estimated a shortage of 165,443 classrooms at 25,823 public schools, and [Class Shifts and Crowded Classrooms](https://nash.com.ph/blog/class-shifting-crowded-classrooms) shows the schools running two or more shifts. [Action Research and Thesis Topics on Classroom Shortage](https://nash.com.ph/blog/action-research-topics-classroom-shortage) lists twenty classroom topics.
- **Governance: Planning.** "How can DepEd determine effective and efficient standards for critical education resources?" [Do 2026 Classrooms Go Where the Shortage Is?](https://nash.com.ph/blog/classroom-allocation-vs-shortage-2026) tests one such allocation against need.
- **DRRM: Rehabilitation and recovery.** Classroom construction and Temporary Learning Spaces are named topics; [DepEd Learning Continuity Spaces in the SBP 2026 List](https://nash.com.ph/blog/learning-continuity-spaces-sbp-2026) covers the new modular classrooms.
- **Inclusive Education and Indigenous Peoples Education.** [DepEd Learner Data SY 2023-2024: IP, ALIVE and School Size](https://nash.com.ph/blog/deped-learner-data-sy-2023-2024) shows where Indigenous Peoples learners and other learner groups are enrolled.
- **Human Resource Development.** [DepEd Teachers and School Personnel Data, SY 2023-2024](https://nash.com.ph/blog/deped-teachers-school-personnel-data-sy-2023-2024) gives staffing by school for studies of teacher deployment and workload.

Public data describe the situation; an action research then tests what a teacher or school does about it. [How to Read DepEd Data: A Guide for Aspiring School Heads](https://nash.com.ph/blog/how-to-read-deped-data) explains how to use these files.

## What the school head does

- **Keep a school research agenda.** List the school's priority problems from the SIP and its root cause analysis, and map each to a BERA theme and the regional priorities. This turns PPSSH indicator 1.4.4, promoting a culture of research, into a plan.
- **Guide topic choice.** Help teachers find the theme, sub-theme and cross-cutting area that fit their problem, and steer them away from topics outside their reach, such as national hiring policy.
- **Spread the work across themes.** BEDP 2030 notes that most DepEd research went to teaching and learning. A school can add studies on child protection, learner support or school processes.
- **Build on earlier studies.** Ask teachers to review completed research in E-Saliksik and in the division before proposing, so that new studies build on old ones.
- **Use the results in planning.** Bring findings to the LAC, the School Governing Council, and the SIP and AIP, as the Research Management Guidelines direct.

## The research agenda and the PPSSH

Strand 1.4 of the Philippine Professional Standards for School Heads (PPSSH), Research and innovation, rises from identifying relevant research findings (1.4.1) to utilizing them (1.4.2), collaborating with school personnel in research (1.4.3) and promoting a culture of research (1.4.4). The agenda tells a school head which findings DepEd most needs, and where a school's own research can add to them.

## Common mistakes

- **Starting from the agenda instead of the problem.** A topic chosen because it sounds like a BERA question, but not tied to a problem in the school, rarely leads to action.
- **Reading the questions as a closed list.** The agenda's questions are illustrative, and the RMG accepts topics that are a priority in the region, division or school.
- **Ignoring the regional priorities.** Regional calls score alignment with them.
- **Naming two main themes.** The application form asks for one main theme and up to one cross-cutting theme; pick the one the research question answers.
- **Choosing a topic the teacher cannot act on.** Action research is about improving practice "in any operating unit (i.e. school, classroom, office)", so the intervention must be within the researcher's reach.

## Practice: how the NASH may test this

Expect situational items in which a school head guides teachers' research choices. The options differ in whether they tie research to the school's own problems, to DepEd's priorities and to action. Weaker options follow the form of the agenda but not its purpose. For more items in this format, see the [NASH practice questions with answers](https://nash.com.ph/blog/nash-practice-questions-with-answers) and the timed sets in the [NASH Reviewer app](https://nash.com.ph/assessment).

### Question 1

*Indicator 1.4.2, Research and innovation. Career Stage 2, Situational, Moderate.*

Your school's root cause analysis for the SIP found that many Grade 4 learners cannot answer inferential comprehension questions. For the regional BERF call, a Grade 4 teacher proposes an action research on "the effectiveness of DepEd's teacher hiring process", because she heard that governance topics are rarely studied. What is the most appropriate action?

- **A.** Endorse the proposal as written, because Governance is one of the four BERA themes and studies under it are less common than studies on teaching.
- **B.** Help her refocus on a comprehension intervention for her Grade 4 class, placed under Teaching and Learning and linked to the SIP's priority problem.
- **C.** Advise her to wait until DepEd adopts a new national research agenda, since the current agenda was designed for six years and may already be outdated.
- **D.** Ask her to study both topics in one proposal, so that the study covers a governance question and the school's comprehension problem at the same time.

**Answer and explanation**

**Best answer: B.** Points: A = 1, B = 3, C = 0, D = 2.

- **A (1 point, Unistructural).** It checks that the topic matches a theme, but hiring policy is outside a teacher's reach, and action research must improve practice in her own operating unit.
- **B (3 points, Relational).** It ties the study to an identified school problem, places it under the right theme, and keeps it within the teacher's power to act.
- **C (0 points, Prestructural).** The Research Management Guidelines still require alignment with DO 39, s. 2016, and regions publish yearly priorities; there is no reason to wait.
- **D (2 points, Multistructural).** It brings in the school's problem, but two unrelated questions make an unfocused proposal that scores poorly on the research question criteria.

**Why.** This aligns with Career Stage 2 expectations because indicator 1.4.2 asks the school head to use research in facilitating evidence-based innovations to improve school performance. DO 16, s. 2017 defines action research as inquiry to improve practices or resolve problems in the school, classroom or office, and requires proposals to align with the research agenda. The agenda places reading comprehension under Teaching and Learning, and the SIP gives the study its purpose.

*Indicator 1.4.2: Utilize relevant research findings from reliable sources in facilitating data-driven and evidence-based innovations to improve school performance.*

*Sources: DepEd Order No. 39, s. 2016; DepEd Order No. 16, s. 2017; DepEd Order No. 024, s. 2020.*

### Question 2

*Indicator 1.4.4, Research and innovation. Career Stage 4, Situational, Difficult.*

As a principal of a large integrated school, you notice that your teachers' research over three years has all been on reading interventions, while cases of cyberbullying and learners dropping out of senior high school have risen. The division wants each school to show how its research supports its priorities. What is the most appropriate action?

- **A.** Require every teacher to submit a proposal on cyberbullying or dropouts next year, so that the school's research portfolio covers new themes.
- **B.** Keep encouraging reading studies, since the Basic Education Development Plan found that DepEd research focuses on literacy and this is where teachers have experience.
- **C.** With the teachers, draw up a school research agenda from the SIP's priority problems and the BERA themes, and support teams to take on child protection and dropout studies alongside reading.
- **D.** Ask the guidance counselor to write one study on cyberbullying, and report the school's existing reading studies to the division as its research agenda.

**Answer and explanation**

**Best answer: C.** Points: A = 1, B = 0, C = 3, D = 2.

- **A (1 point, Unistructural).** It changes the topics, but by order rather than by teachers' own problems, which weakens both the research and its use.
- **B (0 points, Prestructural).** It misreads the BEDP, which notes the focus on literacy as a reason to broaden research, and it ignores the school's new problems.
- **C (3 points, Relational).** It builds a culture of research: a shared agenda linked to the SIP and the national themes, with support for teams to study the school's emerging problems.
- **D (2 points, Multistructural).** It adds one child protection study, but treats the agenda as a report to the division rather than a plan the teachers own.

**Why.** This aligns with Career Stage 4 expectations because indicator 1.4.4 asks the school head to promote a culture of research that fosters continuous improvement. DO 39, s. 2016 encourages local research agendas that echo local concerns, and Child Protection, including bullying, is one of its four themes. The BEDP 2030 notes that DepEd research has favored teaching and learning and calls for a broader scope.

*Indicator 1.4.4: Promote a culture of research to facilitate data-driven and evidence-based innovations to improve school performance and foster continuous improvement.*

*Sources: DepEd Order No. 39, s. 2016; DepEd Order No. 024, s. 2022; DepEd Order No. 024, s. 2020.*

## Frequently asked questions

### What is the Basic Education Research Agenda?

It is DepEd's list of priority research areas, adopted through DepEd Order No. 39, s. 2016. It has four themes (Teaching and Learning, Child Protection, Human Resource Development, and Governance) and three cross-cutting areas (Disaster Risk Reduction and Management, Gender and Development, and Inclusive Education), each with general research questions and topics.

### What are the four themes of the BERA?

Teaching and Learning, Child Protection, Human Resource Development, and Governance. Teaching and Learning covers instruction, curriculum, learners, assessment and learning outcomes; Governance covers planning, finance, program management, transparency and accountability, and evaluation.

### Is DO 39, s. 2016 still used?

Yes. The Research Management Guidelines (DO 16, s. 2017) require proposals to align with it, and the Basic Education Development Plan 2030 still refers to it. It was designed for six years, and regions now add yearly research priorities with their calls for proposals.

### Must my action research topic be in the agenda?

It must be in line with the agenda, but the agenda's questions are illustrative and "need not be phrased verbatim". The Research Management Guidelines also accept topics that are a priority in the region, division or school.

## More on DepEd research

- Start here: [DepEd Action Research Guide: From Topic to Report](https://nash.com.ph/blog/deped-action-research-guide)
- [DepEd Research Management Guidelines: DO 16, s. 2017](https://nash.com.ph/blog/deped-research-management-guidelines)
- [How to Get Action Research Funded Through BERF](https://nash.com.ph/blog/basic-education-research-fund-berf)
- [DepEd Action Research Proposal Format, With a Sample](https://nash.com.ph/blog/action-research-proposal-format)
- [DepEd Action Research Report Format, With a Sample](https://nash.com.ph/blog/action-research-report-format)
- [Research Ethics for DepEd Action Research](https://nash.com.ph/blog/action-research-ethics-deped)
- Methods: [Paired and Independent t-Test in Excel](https://nash.com.ph/blog/t-test-excel-action-research), [Pretest-Posttest Design and Regression to the Mean](https://nash.com.ph/blog/pretest-posttest-design-regression-to-the-mean), [Action Research Sample Size: Slovin, Power and Sampling](https://nash.com.ph/blog/action-research-sample-size-sampling)
- Topics with data: [Action Research and Thesis Topics on Classroom Shortage](https://nash.com.ph/blog/action-research-topics-classroom-shortage), [Action Research and Thesis Topics on Reading (CRLA)](https://nash.com.ph/blog/action-research-topics-reading-crla)
- Related: [Root Cause Analysis for the DepEd School Improvement Plan](https://nash.com.ph/blog/root-cause-analysis-school-improvement-plan), [National Education Plan 2026-2035: Guide for School Heads](https://nash.com.ph/blog/national-education-plan-2026-2035)

## Sources

- [DepEd Order No. 39, s. 2016, Adoption of the Basic Education Research Agenda](https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_039.pdf)
- [DepEd Order No. 16, s. 2017, Research Management Guidelines](https://www.deped.gov.ph/wp-content/uploads/2017/03/DO_s2017_016.pdf), Annex 1
- [DepEd Order No. 024, s. 2022, Adoption of the Basic Education Development Plan 2030](https://www.deped.gov.ph/2022/05/30/may-30-2022-do-024-s-2022-adoption-of-the-basic-education-development-plan-2030/), section 7.3
- [DepEd Order No. 14, s. 2022, Adoption of E-Saliksik: The DepEd Research Portal](https://www.deped.gov.ph/wp-content/uploads/2022/04/DO_s2022_014.pdf)
- [DepEd Order No. 024, s. 2020, National Adoption and Implementation of the Philippine Professional Standards for School Heads](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/)
- [Schools Division of Muntinlupa City, Division Memorandum No. 041, s. 2026, with DepEd NCR Regional Memorandum No. 059, s. 2026](https://deped-muntinlupa.com/wp-content/uploads/2026/01/NUM-2026-041.pdf)
- Department of Education and the Basic Education Sector Transformation (BEST) Program. (2019). *Action Research Toolkit: Teacher's Guide*, with support from the Australian Government.

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Order No. 39, s. 2016 (Basic Education Research Agenda); DepEd Orders No. 16, s. 2017, 14 and 024, s. 2022, and 024, s. 2020; DepEd NCR Regional Memorandum No. 059, s. 2026; the DepEd Action Research Toolkit (2019). NASH Reviewer is not affiliated with DepEd.*

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