Vergie L. Oclarit (Abstract)
Abstract
The conduct of action research has gained significant importance among teachers and administrators today, emerging as a key focus for professional development. Engaging in action research enables them to act as change agents, fostering development in every classroom they oversee. This study determines the teachers’ research skills and challenges which was the basis for a proposed program. It includes investigating the level of manifestation of the teacher’s competence motivation along with cognitive aspects, behavioral aspects, and affective aspects. It also delves into the teachers’ coping mechanism in conducting action research in terms of financial, time requirements, and availability of an expert. The level of teachers’ research skills in the conduct of action research was also determined a training program was proposed based on the results of the study. The findings reveal a strong motivation and positive attitude among teachers towards action research, with a clear desire to learn, reflect, and enhance their teaching practices. While teachers exhibit proficiency in selecting topics and planning projects, there are identified areas for growth, particularly in data analysis techniques, ethical considerations, and publication practices. The study also highlights the interplay of teachers’ competence motivation, coping mechanisms, and research skills, suggesting that addressing challenges and enhancing motivation can lead to improved research outcomes. These results underscore the importance of providing teachers with adequate support, resources, and training to enhance their action research skills and foster a culture of inquiry and continuous improvement in education.
Read the full text here.
Keywords: Research, Skills, Challenges