Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 2 (2025)

Teachers’ Motivations, Challenges and Difficulties in Action Research: A Narrative Study

Vincent B. Bialen

Discipline: Education

 

Abstract:

Action research is a powerful tool for teachers to engage in reflective practice and drive educational improvement in addressing context-specific issues within schools. While action has been widely recognized as a valuable tool for improving teaching practices, there remains a limited understanding of the specific motivations, challenges, and difficulties teachers face in conducting action research, particularly in the context of public schools in the Philippines. Existing studies often focus on quantitative data, leaving a gap in narrative-driven, teacher-centered insights. This study explored the motivations, challenges, and difficulties of teachers at Isulan National High School (INHS) face when conducting action research. A narrative research design was employed to capture in-depth responses, with data collected through semistructured interviews. Five teachers were selected using purposive sampling to represent various positions, including Teacher I to Master Teacher II. Thematic analysis revealed that teachers are primarily motivated by a desire for positive change, real-world engagement, skill enhancement and personal growth, collaboration, and adaptability in addressing educational challenges and improving pedagogical practices. However, significant challenges hinder their ability to conduct action research effectively. These include time constraints due to heavy workloads, resistance to change from colleagues and administrators, sustainability issues in implementing research findings, negative perceptions and attitudes toward research activities, and a lack of conceptual knowledge about research methodologies. Despite these barriers, participants believed that action research is vital for professional development. It provides opportunities for skill enhancement, critical reflection, self-improvement, and exploration of innovative strategies to impact teaching and learning positively. Furthermore, the study recommends the need for targeted professional development programs, improved resource allocation, and the establishment of a supportive research culture. These measures are essential to ensure the sustainability and effectiveness of action research in enhancing educational practices at INHS.



References:

  1. Al-Mahdi, O. (2019). Action research and teachers’ professional development: Examples and reflections. International Educational Research, 2(3), 37–46. https://doi.org/10.30560/ier.v2n3p3
  2. Bahadori, M., Momeni, K., Ravangard, R., & Yaghoubi, M. (2015). Challenges of the health research system in a medical research in Iran: A qualitative content analysis. Global Journal of Health and Science, 7, 69–78. https://doi.org/10.5539/gjhs.v7n1p69
  3. Barcelona, K. E., Daling, B. A., Doria, P., & Balangiao, S. J. (2023). Challenges and opportunities of TLE teachers in Philippine public schools: An inquiry. British Journal of Multidisciplinary and Advanced Studies, 4(4), 44–60. https://doi.org/10.37745/bjmas.2022.0247
  4. Biruk, E. H. (2015). The practice and challenges in conducting action research: The case of Sululta secondary school. Retrieved from http://etd.aau.edu.et/bitstream/123456789/4842/1/33.%20Biruk%20Haile.pdf
  5. Bongcayao, A. (2023). Capacitating teachers’ research skills through collaborative action research buddies. International Journal of Multidisciplinary Applied Business and Education Research, 4(4), 1137–1142. https://doi.org/10.11594/ijmaber.04.04.11
  6. Caingcoy, M. E. (2020). Research capability of teachers: Its correlates, determinants, and implications for continuing professional development. Journal of World English and Educational Practices, 2(5), 1–11. https://doi.org/10.2139/ssrn.3631867
  7. Castro, V. G., & Castro, A. B. (2022). Research attitudes and barriers among teachers and school heads: Basis for building a culture of research (Action Research). Kulaman District II, Philippines.
  8. Dana, N. F., & Hoppey, D. Y. (2019). The reflective educator’s guide to classroom research: Learning to teach and teaching. Corwin Press.
  9. Denessen, E., Hornstra, L., Van den Bergh, L., & Bijlstra, G. (2020). Implicit measures of teachers’ attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review. Learning and Instruction, 65, 101437. https://doi.org/10.1016/j.learninstruc.2020.101437
  10. Garet, M., Porter, C., Desimone, L., & Birman, B. (2015). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
  11. Gebeyew, S. (2017). College teachers’ involvement in action research in Amhara Regional State. (Thesis). College of Education and Behavioral Studies, Addis Ababa University, Ethiopia.
  12. Hanover Research. (2014). Building a culture of research: Recommended practices. Retrieved from https://tinyurl.com/bdde7rk9
  13. Hollar, N., Kuchinka, D., & Feinberg, J. (2022). Professional development opportunities and job satisfaction: A systematic review of research. Journal of International Management Studies, 22(1), 10–19. https://doi.org/10.18374/JIMS-22-1.
  14. Johannesson, P. (2020). Development of professional learning communities through action research: Understanding professional learning in practice. Educational Action Research, 30, 411–426. https://doi.org/10.1080/09650792.2020.1854100
  15. Johannesson, P., & Olin, A. (2024). Teachers’ action research as a case of social learning: Exploring learning in between research and school practice. Scandinavian Journal of Educational Research, 68(4), 735–749. https://doi.org/10.1080/00313831.2023.2175253
  16. Klassen, R., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001
  17. Landicho, C. J. (2020). Research attitudes, motivations, and challenges of STEM education researchers. International Journal of Technology in Education, 3(1), 49–61. https://doi.org/10.46328/ijte.v3i1.21
  18. Manfra, M. M. (2019). Action research and systematic, intentional change in teaching practice. Review of Research in Education, 43(1), 163–196. https://doi.org/10.3102/0091732X18821132
  19. Manongsong, M. J. G., & Panopio, E. (2018). Dentistry faculty members: Research competencies and attitude towards research engagement. Asia Pacific Journal of Education, Arts and Sciences, 5(3), 13–19. https://bit.ly/3dIaAXn
  20. McNiff, J., & Whitehead, J. (2017). Action research: Living theory. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208536
  21. Morales, M. P. E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: A literature review. International Journal of Research in Education and Science, 2(1), 156–165.
  22. Moser, J., Dougherty, A., & Mattson, W. I. (2017). Third-person self-talk facilitates emotion regulation without engaging cognitive control: Converging evidence from ERP and FMRI. Scientific Reports, 7, 4519. https://doi.org/10.1038/s41598-017-04047-3
  23. Namanji, S., & Ssekyewa, C. (2012). Role and nature of research in development. Makerere Journal of Higher Education, 4(1), 1–10. https://doi.org/10.4314/MAJOHE.V4I1.4
  24. Ocal, S. D. (2017). Action research as a tool for reflection in teacher education. Fostering Reflective Teaching Practice in Pre-Service Education. IGI Global. https://doi.org/10.4018/978-1-5225-2963-7.CH010
  25. Sacdalan, P. D. (2022). Action research engagement of teachers in Poblacion Polomolok National High School: Driving forces, issues, and challenges. (Thesis). Poblacion Polomolok National High School, Philippines.
  26. Shafqat, K., Manzoor, H., & Tariq, M. (2018). An investigation of attitudes towards the research activities of university teachers. Bulletin of Education and Research, 40(1), 215–230. https://files.eric.ed.gov/fulltext/EJ1209700.pdf.
  27. Ulla, M. B. (2017). Teacher training in Myanmar: Teachers’ perceptions and implications. International Journal of Instruction, 10(2), 103–118. https://doi.org/10.12973/iji.2017.1027

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic