A CASE STUDY OF TEACHERS’ ENGAGEMENT IN ACTION RESEARCH

An Undergraduate Case Study Presented to the Faculty of

College of Education
Iligan Medical Center College
San Miguel Village, Pala-o, Iligan City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Elementary Education
Major in General Education
Bachelor of Secondary Education
Major in Mathematics
Bachelor of Secondary Education
Major in Filipino

HAPPY SWEET T. CASAS

SHAYNIE T. DUHAYLUNGSOD
JAMICA DIANNE I. TANGARO
REYMILYN O. TAYRUS
 INTRODUCTION

Education has benefited tremendously from the use of action research. In the way that it

assists teachers in gaining new knowledge directly connected to the educational setting. It

provides solutions to problems on the efficacy of various instructional practices, student

performance and classroom management techniques. Action research has been incorporated into

teacher’s education to assist instructors in “re-theorizing” their preconceived notions and views.

The influence of action research, particularly in schools, will be determined in light of these

settings. The primary aim of this study is to get an overview further about the participation of

educators towards action research in their institutions.

Action research has received attention among educators and administrators. A fact which

it is a thorough investigation carried out by educators, administrators, counsellors, or anyone

with a keen interest in the teaching - learning activities or school environment in order to acquire

data about how their specific institutions operate, how they instruct, and how their students

study. Educational leaders work effectively on concerns that they have detected for themselves,

as both will aid one other and they will work together (Watts, 1985; Ferrance, 2000). It enables

educators to research their own classroom environments, including their own teaching

approaches, learners and evaluations. For instructors to be able to comprehend their students and

increase the quality or effectiveness of their students. Action research is known to every school

personnel seeing as it is essential to have a fundamental awareness of various vital terms and

concepts relating to the concept of the investigation.

According to Lemma and Seider (2004), action research is a tactic of conducting

systematic inquiries in the context of targeted activities to improve the quality and performance
of an organization. Observing that educators merely want to learn more. After all, educators are

learners as well. Teachers, in general, are constantly looking for new approaches to extend their

prior information. It can be utilized to bridge the gap between study and experience (Johnson,

2012), and it can aid educators in generating relevant data closely correlated to the classrooms

(Hensen, 1996).

Educational action research is primarily a strategic approach for developing educators as

investigators so that they may use their insights to enrich their instruction.  Given that all

educators strive to fill in the gaps or find solutions to the problems they face in their classrooms

while determining the efficacy of the findings of the study. Under the thought of its intended

purpose, action research seeks to discover solutions to positively impact the lives of children

(Mills, 2011). Simultaneously, action research offers the opportunities to enrich the

circumstances of individuals who work in educational systems. To put it in context, action

research has been associated to educators' professional advancement. Empowering educators

with the abilities, understanding, and commitment they need to engage and lead to a beneficial

improvement in the learning society's educational goals.

Teachers are empowered, as seen by Hensen (1996), quoted by Hine (2013), as when

they can acquire and employ facts to obtain meaningful judgments regarding their own schools

and classrooms. Empowered instructors can use approaches in the school that best address the

needs of their students while also complementing their own teaching philosophy and teaching

manner (Johnson, 2012). Teachers are authorized to make modifications in teaching and learning

by utilizing their unique skills, expertise and innovative solutions in the school. Learner

performance is strengthened as a predictable outcome, and schools become more effective

learning communities.
 LITERATURE REVIEW

The teachers’ engagement in action research is investigated in this study. This literature

review concentrates on the teacher's involvement in conducting an action research.

Teacher Action Research

Action research entails performing an investigation and gathering data in order to address

issues in the classroom, as well as taking actual steps to address such issues. Richards & Farrell

(2005) implied that action research pertains to classroom analysis undertaken by teachers with

the goal of clarifying and resolving effective instructional concerns and problems. To put it

another way, action research is conducted in the classroom by an educator who takes action to

address difficulties and challenges related to learning and teaching. It entails the teacher

engaging in a method of planning, action, observations, and analysis over a duration of time to

study a subject that has perplexed them.

            Action research is change research that aims to enhance practice, teachers' knowledge of

instruction, and the contexts in which action takes place (Carr & Kemmis, 1986). It is a

psychological disposition, a means of being in the classroom and the institution, and a

continuous practice of investigation, despite its emphasis on actions resulting in change. It's

tricky in the sense that teacher-researchers frequently engage in multiple research studies

simultaneously, then circle back to review issues and amend research questions based on action

assessment.

Teachers, who have traditionally been the subjects of study, perform educational action

research on their own settings and circumstances in their classrooms and schools. Teachers do

their investigation in accordance with Lewin's primary dictum: "No research without action—no
action without research" (as cited in Marrow, 1977).  Educators are given the opportunity to

develop information through the action research process, and as a result, they learn that

"information is a strength." As knowledge and action become more intertwined in altering

practice, teachers' ability to alter and transform education from the inside, rather than having

transformation driven from the outside, is becoming more widely recognized. 

Teachers’ Context in Students’ Learning

Teachers (at all levels) conduct systematic studies of their own practice and/or their

students' learning in order to enhance classroom practice, according to professionals. "A solid

research question leads to action, to trying something out, to changing a teaching/learning

situation, to implementing steps that can make a difference in the lives of students," Pine (2009)

stated. Even when the purpose of the research is to gain a greater insight into a student's life, it is

expected that the ultimate objective of such obtained information and understanding is to

strengthen one's instruction and improve student learning and development. It is common

knowledge that learners have a variety of learning styles, perspectives, and behaviors. It is the

responsibility of the teacher to accommodate these differences. This is particularly evident when

students are in the classroom and teachers are delivering their lessons. Several students are

lagging behind while others are not paying attention; this is where action research can be

developed and used. A teacher might use action research to study and learn new tactics that they

can use with their students.

Seeing how action research changed teachers' relationships with their learners was eye-

opening. Students become more reflective and conscious of their own learning as a result of the

teacher's technique. It improves teachers' classroom teaching by strengthening their oral and

written articulation of what is going on in the classroom and so improving their practice. Action
research is a viable and exciting method for creating information about teaching and learning, as

well as enabling teachers to lead educational change.

Teacher’s Incentives

The incentives of the teachers to engage in action research serve as a driving force

(Bergmark, 2019). It has an impact on the process not only in the initial phase, but also

throughout the project. Teachers' motivation is influenced by a variety of circumstances. Their

concern for their students and desire to be proficient in their field. This, however, does not

preclude them from doing action research.  Many teachers may not conduct action research due

to a lack of interest, but there are many that remain dedicated to the improvement of themselves

and their students.

Teachers that actively engage in action research are often pleased to learn that their

efforts have a positive impact on the educational system and students' learning. According to

Bergmark (2019), altruistic motivations are motivated by a desire to serve others and make a

difference in society through assisting learners and so assisting their development and learning.

In the sense that performing action research is both a professional and personal benefit, as well

as a desire to make a positive difference.

Several teachers' motivations stem from a desire to rank up to secure a better income.

This indicates an extrinsically motivated teacher, which includes factors beyond the teacher's

reach, such as money, status, and working circumstances (Kyriacou & Coulthard, 2000). These

instructors admit that conducting action research will help them acquire promotional points in

their position and profession. Seeing as engaging in action research entails reward and
recognition, such as achieving professional development standards, it is motivational to engage if

finances and resources are available.

DATA COLLECTION

The data for this paper was gathered from interviews of teachers who have been engaged

in the process of action research. Each researcher acquired ten (10) teachers in the interview as a

result of having 40 participants. All data collection procedures were carried out digitally to

protect participants and researchers from the COVID-19 Pandemic. Researchers have used an

online chat and email to privately contact random participants. The study lasted approximately

two (2) weeks in order to allow participants ample time to respond to the questions.

Per ethical concerns, the researchers have formally asked permission from the

participants. Their participation is entirely voluntary, and they are informed regarding their

freedom to withdraw from the study at any time.

FINDINGS

As per the information acquired during the interview, the following are the findings and

results that the researchers have acquired:

Workload and Time Constraints

Teachers encounter hurdles when engaging action research, including time constraints.

As shown in the inquiry, teachers who are already handling multiple tasks claim having limited

time for action research. Teachers don't have all the time in the world; their work is like a never-

ending rotating clock. Making as well as considering future activities and current classes,
checking sheets, evaluating their students, family matters, school engagement, and more.

Preventing teachers from engaging in action research.

Lack of Action Research

Knowledge and
Skills
Lack of Action Research Knowledge and Skills

A lack of in-depth knowledge of

action
research practices may prevent
teachers
from implementing this
methodology
because they simply do not
possess the
required skills.
Teachers may be reluctant to perform their own investigation since they lack sufficient

abilities due to a lack of in-depth knowledge of action research process. A few teachers are

inexperienced with action research or have yet to conduct their own. Most teachers are unaware
of how to do action research. Data collection is difficult, as is the process of writing the entire

action research.

No Incentive

One must be motivated when conducting action research. Teachers are practical in their

work, thus if there are no incentives to promote them through the ranks, there is no need for

teachers to invest in more effort in that particular context. Teachers will work if they are

extrinsically motivated, such as by income, position, or working conditions. If there is no

incentive for teachers to engage in action research, they are unlikely to do so.

Impact of Action Research

Action research is a process of concurrently inquiring about problems and taking action

to solve them. It seeks to improve practice, the understanding of practice by its practitioners, and

the situations in which practice is located. In the acquired data of the authors interview, action

research has brought big amount of help in different sectors such as;

a. Teachers

Action research has provided teachers with highly accurate knowledge that has greatly

aided their instruction. Performing action research projects had a favorable professional impact

on teachers and an even bigger influence on their teaching strategies, with the majority of

teachers continuing to use the teaching tactics developed through their action research projects.

Action research thus also provide teachers with certain possibilities that motivated them to have

promotional points for their profession. Those motivations have even brought them closer to

their colleagues as a result of joint action research production, in which they were given the
opportunity to be a symbol of a stronghold management, sharing contents, forming philosophies,

and analyzing data together.

b. Learners

The existence of action research is seen as a vital part in the improvement and advancement

of classroom learning and instruction. What the teacher has acquired while conducting action

research is conveyed to their students. Learners' productivity and comprehension are

strengthened through action research. Most of the teachers experienced significant positive

effects on students, demonstrating that action research has the ability to impact positive changes

in the classroom, particularly when teachers apply research-based tactics to improve student

achievement.
REFERENCES

Bergmark, U. (2019). The role of action research in teachers’ efforts to develop research-based

education in Sweden: intentions, outcomes, and prerequisite conditions. Educational

Action Research. doi:10.1080/09650792.2020.1847155

Ferrance, E. (2000). Action Research. Themes in Education.

Hensen, K. (1996). Teachers as researchers. In Handbook of research on teacher. New York,

Macmillan Library Reference USA.

Hine, G. (2013). The importance of action research in teacher education. Issues in Educational

Research.

Johnson, A. (2012). A short guide to action research (4th ed.). New Jersey: Pearson Education.

Johnson, A. (2012). Short Guide to Action Research. New Jersey: Pearson; 4th edition.

doi:9780133072310

Kyriacou, C., & Coulthard, M. (2000). Undergraduates' Views of Teaching as a Career Choice.

Journal of Education for Teaching. doi:10.1080/02607470050127036

Lemma, P., & Seider, S. (2006, December 20). Perceived effects of action research on teachers'

professional efficacy, inquiry mindsets and the support they received while conducting

projects to intervene into student learning. Educational Action Research. doi:

10.1080/09650790400200246

Mills, G. (2011). Action research: A guide for the teacher researcher (4th ed.). Boston: Pearson.
Tindowen, D., Guzman, J., & Macanang, D. (2019). Teachers' Conception and Difficulties in

Doing Action Research. Universal Journal of Educational Research.

doi:10.13189/ujer.2019.070817

Volk, K. (2010). Action research as a sustainable endeavor for teachers: Does initial training lead

to further action? Action Research, 315–332.