ABSTRACT
The qualitative research study using phenomenological research design aimed to formulate a program implementation for teachers and school heads in doing action research. A researcher made interview guide was used to thirteen participants of the Schools District of Banate. Five teachers came from elementary, five from secondary schools, and three school heads from elementary and secondary schools. The instrument was subjected to face to face and content validation by a panel of experts. The teachers and school heads of elementary and secondary schools’ understanding of action research were solve problems and provide solution and investigate the existing issue. As to their experiences in doing action research, results include develop and improve skills in research and lack of financial support from the school. The challenges encountered by the teachers and school heads were lack of time, lack of self-confidence and self-determination and lack of training. As to how they manage those challenges, results revealed that they gave more time in research, seek the help of experts and patience and perseverance.
Keywords: Teachers, School Heads, Action Research, Intervention Program
INTRODUCTION
Teachers' professional development has included action research since then. Furthermore, action research is associated with high-quality classroom instruction (Oestar, 2022). As a result, action research has gained popularity as a major professional development concern for teachers and school administrators. Merle (2016) discovered in DepEd that action research can solve problems in teachers' classrooms, but many teachers need more technical expertise in research writing.
The DepEd Vision emphasizes the value of education in the Philippines. To benefit stakeholders, educators must constantly improve their instructional and management approaches (Merle, 2016). This could be accomplished through the use of action investigation, which could become a critical tool for improving educational practices, child protection, governance and leadership, sensitivity and gender, and disaster risk awareness, among other recurring and intersecting issues. Through action research, they become change agents and promote learning in their classrooms. Understanding the issues in the classroom enables them to innovate and find solutions to implement changes. Action research is a systematic, reflective process.
According to the Department of Education (2017), investigation is needed to improve educational practices or address issues in any operational unit, such the school, classroom, and workplace. The ideas of the reflective teacher and the teacher as a researcher are also related to action research. Action research comprises a rigorous, self-reflective evaluation of one’s teaching situations. The next step is to purposefully enter the problematic circumstance to effect changes and improve practice.
Teachers and school administrators control action research. Teachers’ examination of their teaching methods included reflection, action, and transformation (Burns, 2014).
The promotion of action research usually aims towards different objectives: giving teachers knowledge and skills for better production of research and sustainable practices, giving environment education a sustainable and practical dimension, and changing attitudes towards the conduct of action research to combat the needs of the school for professional development (DepEd Region VII, 2020).
The researcher found many challenges as a classroom teacher in this situation. Minimizing risks, dealing with stress, worrying about finances, and staying COVID-19 free - the performances of my learners and the implementation of the school’s program - have become the top recurring concerns in this pandemic.
For the researcher, there is a need to do action research for better program implementation. The result will motivate and encourage the researcher to develop an intervention program during the school year 2022-2023.
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