Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 5 (2025)

Pioneering Cohort in Action Research Publication: Narratives of Education Graduates

Reymark Omantod | Deveyvon L Espinosa

Discipline: Education

 

Abstract:

The purpose of this research was to explore the challenges faced by education graduates in conducting action research, how they navigated these challenges, and the valuable insights they gained from their research journey. The significance of this study lies in its potential to inform pedagogical approaches, curriculum development, and research mentorship in teacher education programs. To answer the research questions, a phenomenological research approach was employed. The participants were education graduates who had engaged in action research as part of their academic and professional training. The main research results revealed a range of experiences among participants, including shifting perspectives on action research, grappling with academic and personal responsibilities, and facing both internal and external pressures. Coping mechanisms varied, including practicing stress management techniques, drawing strength from an external support system, using personal aspirations and students’ learning as motivation, and viewing setbacks as a learning opportunity. Insights gained by participants include considering the essential factors for successful action research, embracing personal growth and collaboration in research, understanding the impact that action research can offer, and recognizing the importance of research in delivering effective teaching. The implications of this study are significant for both teacher education and academic research, emphasizing the need for stronger support systems in action research publication. Ultimately, this study contributes valuable insights into the experiences, coping strategies, and transformative learning of education graduates engaged in action research, paving the way for a more research-oriented teaching profession.



References:

  1. Agasisti, T., et al. (2018). Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA. OECD Education Working Papers, No. 167, OECD Publishing. https://doi.org/10.1787/e22490ac-en
  2. Al-Khasawneh, S. (2022). Challenges in conducting research during the pandemic: A qualitative exploration of postgraduate students’ experiences. Journal of Educational Research and Development, 15(2), 85-102.  
  3. Alyahyan, E., & Düştegör, D. (2020). Effective research management: Strategies for academic success in higher education. Higher Education Research, 45(3), 12-29.  
  4. Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 272-281.  
  5. Benito, M., García, P., & López, R. (2021). Overcoming barriers in online research writing: Strategies for student researchers. International Journal of Educational Technology, 10(1), 45-61.  
  6. Bloom, S., & Crabtree, B. (2006). Using Theory and Evidence in Clinical Case Definition: The Case of Diabetes. Journal of the American Medical Association, 275(15), 1175-1178. 
  7. Brew, A., Boud, D., & Lucas, L. (2018). Fostering a research culture among undergraduate students. Journal of Research in Higher Education, 29(3), 78-95.  
  8. Carter, R., & Nguyen, M. (2020). Enhancing Graduate Student Research Engagement Through Professional Development Programs. Journal of Higher Education Research, 112(5), 78-95.  
  9. Chen, L., & Liu, Y. (2020). Family support and academic motivation: Their role in graduate students’ research productivity. Journal of Higher Education Studies, 28(3), 115-130.  
  10. Chen, Y., & Lee, M. (2022). The Role of Research Training in Graduate Education: Developing Scholarly Identity and Competence. Journal of Educational Research, 115(3), 45-60. 
  11. Cochran-Smith, M., & Lytle, S. L. (2020). Inquiry as stance: Practitioner research for the next generation. Teachers College Press. 
  12. Crawford, R. (2022). Action Research as Evidence-based Practice: Enhancing Explicit Teaching and Learning through Critical Reflection and Collegial Peer Observation. Australian Journal of Teacher Education, 47 (12). https://files.eric.ed.gov/fulltext/EJ1388397    
  13. Creswell, J. W. (2013). Data Reduction in Qualitative Research: Selecting, Emphasizing, and Abstracting Information. Journal of Qualitative Research Methods, 15(3), 189-202.  
  14. Creswell, J. W. (2013). Phenomenological Approach in Qualitative Research: Understanding Lived Experiences. In Qualitative Inquiry and Research Design: Choosing among Five Approaches (3rd ed., pp. 45-64). Sage Publications.  
  15. Creswell, J. W. (2017). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage Publications.  
  16. Darabi, M., Macaskill, A., & Reidy, L. (2022). Stress and well-being in early-career researchers: The role of coping strategies. Journal of Educational Research and Practice, 34(2), 112-128. 
  17. Davis, M., Hall, J., & Ward, K. (2019). Mentorship and research success: The role of academic guidance in postgraduate research. International Journal of Graduate Studies, 12(2), 55-72.  
  18. Delve, L. & Limpaecher, A. (2022). The Importance of Reflexivity in Qualitative Research. Essential Guide to Coding Qualitative Data. https://delvetool.com/blog/reflexivity    
  19. Duvnjak, D., et al. (2022). Comprehensive learning resources in forensic science education: Overcoming research-related anxiety. Springer. 
  20. Eriksen, A. (2022). The research literacy of professionals: Reconciling evidence-based practice and practical wisdom. Professions & Professionalism, 12(3), 1. https://doi.org/10.7577/pp.4852   
  21. Evans, C., McDougall, M., & Pollard, T. (2021). Research anxiety and self-efficacy: How postgraduate students navigate the publication process. Journal of Academic Writing, 16(1), 72-89.  
  22. Fındıklı, S., & Saygın, E. P. (2023). The role of the researcher in qualitative research. TUJOM, 8 (2), 64-74, doi: https://doi.org/10.30685/tujom.v8i2.184     
  23. Gaffas, Z. (2020). The role of time management in academic research success: Perspectives from graduate students. Higher Education Research Review, 7(4), 110-125.  
  24. Garcia, L., & Reyes, E. (2021). The Role of Action Research in Pre-Service English Teachers’ Professional Development.  
  25. Garcia, M., Cruz, J., & Davidson, P. (2023). Collaborative Action Research in Education: Fostering Innovation and Academic Growth. Educational Research Journal, 15(3), 112-129.  
  26. Garcia, R., & Bennett, L. (2021). Research Mentorship and Graduate Student Development: A Collaborative Approach to Academic Success. Higher Education Studies, 9(2), 78-92.  
  27. Gleeson, J., Cutler, B., Rickinson, M., et al. (2023). School educators’ engagement with research: An Australian Rasch validation study. Educational Assessment, Evaluation and Accountability, 35(2). https://doi.org/10.1007/s11092-023-09404-7   
  28. Healey, M., Jordan, F., Pell, B., & Short, C. (2020). Developing research confidence through early engagement in research activities. Journal of Research-Based Learning, 14(1), 98-112.   
  29. Holloway, I., & Todres, L. (2022). Thinking differently: Challenges in qualitative research. Taylor & Francis.  
  30. Huang, Y., & Asghar, A. (2021). Study habits and research productivity: A case study of graduate students in education. Educational Research and Innovation Journal, 12(2), 33-48.  
  31. Jiang, Q., Song, Y., & Xu, H. (2018). The role of motivation in academic performance and anxiety among graduate students. Journal of Educational Psychology, 25(2), 56-67.  
  32. Johnson, L., & Martinez, S. (2021). The Role of Research Collaboration in Graduate Student Development. International Journal of Educational Studies, 107(3), 56-72.  
  33. Johnson, T., & Madsen, S. (2022). The impact of research anxiety on graduate students' publication success. Journal of Academic Research and Writing, 20(4), 111-129.  
  34. Jones, M., & Hardt, J. (2023). Challenges in early-career research: Struggles, strategies, and success stories. Springer. 
  35. Kamler, B., & Thomson, P. (2022). Helping doctoral students write: Pedagogies for supervision. Routledge. 
  36. Kemmis, S., McTaggart, R., & Nixon, R. (2022). The Action Research Planner: Doing Critical Participatory Action Research. Springer.  
  37. Kemmis, S., McTaggart, R., & Nixon, R. (2022). The action research planner: Doing critical participatory action research. Springer. 
  38. Kennedy, M., & Laurillard, D. (2019). The role of research in teacher education: Evaluating impact and effectiveness. Teaching and Teacher Education, 86, 102889. https://doi.org/10.1016/j.tate.2019.102889   
  39. Kim, Y., & Sax, L. (2021). Gender disparities in research confidence: A longitudinal analysis of graduate students' self-efficacy. Higher Education Studies, 15(3), 40-58.  
  40. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.   
  41. Kulikowski, K., Przytula, S., & Sułkowski, Ł. (2021). The motivation of academics in higher education: A comparative analysis of the impact of COVID-19. Journal of Higher Education Research, 42(3), 198-214.  
  42. Lazarides, R., Wilhelmsen, B., & McGrath, K. (2020). The role of motivation and engagement in research writing among university students. International Journal of Educational Research, 102(4), 133-145.  
  43. Lee, A., & Boud, D. (2021). Time management strategies for research productivity: A case study of postgraduate students. International Journal of Doctoral Studies, 16(2), 85-103.  
  44. Lee, J., Kim, H., & Roberts, P. (2023). Mentorship and Academic Publishing: Supporting Graduate Students in Research and Scholarship. Research in Higher Education, 118(2), 34-51.  
  45. Lee, K., & Paterson, R. (2021). Empowering Educators Through Action Research: A Pathway to Professional Development. International Journal of Educational Studies, 119(2), 89-104. 
  46. Leisyte, L., & Westerheijden, D. (2020). Balancing teaching, research, and service: The challenges of academic work. Higher Education Research & Development, 39(4), 673-689. 
  47. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.  
  48. Lutterberger, E., Götz, T., & Berthold, H. (2018). Research anxiety and its impact on academic achievement: Addressing the challenges of academic writing. Journal of Academic Writing, 10(1), 56-69.  
  49. Malanchini, M., Oswald, H., & Allen, C. (2020). The impact of anxiety on academic achievement and research writing among college students. Educational Psychology Review, 30(1), 89-105.  
  50. Martínez, J., & Guerrero, L. (2020). Fostering a research culture: The impact of mentorship and academic support on student research publication. Research in Higher Education, 25(1), 58-74.  
  51. McAlpine, L., & Amundsen, C. (2020). Identity-trajectories of early career researchers: Unpacking the post-PhD experience.  
  52. McGrail, M., Rickard, C., & Jones, R. (2018). Publish or perish: Understanding the challenges in academic research writing. Studies in Higher Education, 43(8), 1322-1340.  
  53. Mertler, C. (2020). Action Research: Improving Schools and Empowering Educators. SAGE Publications.  
  54. Messikh, Djihed. (2020). A Systematic Review of the Outcomes of Using Action Research in Education. Arab World English Journal, 11(1), 482-488.  
  55. Mezirow, J. (2009). Transformative learning theory. Journal of Transformative Education, 7(1), 58-63. 
  56. Mortensen, K. (2020). Thematic Analysis in Qualitative Research: Data Reduction, Display, and Conclusions. Journal of Qualitative Research Methods, 18(2), 112-127.  
  57. Msalganik, M. J. (2014). Human judgment and decision-making. In The Oxford Handbook of Political Networks. Oxford University Press.  
  58. Nicolaescu, C. (2021). The role of academic resilience in higher education: Overcoming research challenges. Journal of Educational Research, 45(3), 215-230. 
  59. O’Neill, J., & McMahon, T. (2019). Active engagement in research: Motivating academic persistence in the research process. International Journal of Research in Higher Education, 31(4), 98-113.  
  60. Parsons, D., et al. (2022). The Barriers and Pathways to Teacher Research Publication.  
  61. Pascoe, M. C., et al. (2021). The impact of stress on students in secondary school and higher education. Taylor & Francis. 
  62. Punzalan, L., & Salazar, A. (2020). Building Research Capacity in Philippine Universities: Barriers and Pathways.  
  63. Ramírez, P., Sánchez, H., & Torres, M. (2022). Barriers to research engagement: Examining the impact of time constraints and workload on graduate students. Journal of Research Practices, 19(3), 97-115.  
  64. Rodriguez, F., Yao, M., & Wang, L. (2020). Exploring the relationship between motivation and academic achievement in higher education research. Journal of Higher Education Research, 48(2), 72-85.  
  65. Ryan, M. (2022). The role of self-efficacy in academic success and research publishing among university students. Educational Psychology, 40(2), 123-135.  
  66. Sadiki, N., & Steyn, T. (2020). Self-regulated learning and perseverance in research productivity: Strategies for postgraduate success. Educational Studies Journal, 38(2), 189-204. 
  67. Sanjari, M., et al. (2014). Ethical challenges of researchers in qualitative studies: The necessity to develop a specific guideline. Journal of Medical Ethics and History of Medicine, 7, 14.  
  68. Schuck, S., Aubusson, P., & Burden, K. (2021). Enhancing teacher professional learning through action research: A case study approach. Educational Action Research, 29(4), 612-629. https://doi.org/10.1080/09650792.2021.1883217   
  69. Schunk, D., & Zimmerman, B. (2020). Motivation and academic performance in higher education: Strategies for fostering success. Educational Psychology Review, 32(2), 213-234.   
  70. Shang, L., Zhang, Q., & Yao, Z. (2020). The decline of research motivation in graduate students and its educational implications. Higher Education Studies, 9(1), 22-36.  
  71. Smith, D., Brown, K., & Patel, R. (2019). Navigating research methodologies: Challenges and strategies for postgraduate students. International Journal of Research Methods, 14(1), 21-37.  
  72. Smith, J., & Flores, M. (2021). Early-career academics and research publication: A struggle for balance. Journal of Educational Research, 45(2), 112-129. 
  73. Smith, J., Brown, A., & Wilson, P. (2020). Enhancing Research Skills Through Professional Development Programs in Higher Education. International Journal of Educational Research, 98(4), 112-130.  
  74. Sweller, J. (1988). Cognitive load during problem-solving: Effects on learning. Cognitive Science, 12(2), 257-285. 
  75. Thomas, G., & Quinlan, K. (2019). Developing research resilience: Strategies for overcoming challenges in academic publication. Journal of Higher Education Research, 27(2), 112-130.  
  76. Thompson, A., & Richards, S. (2020). Reflective Practice and the Role of Action Research in Educational Advancement. Journal of Teacher Development, 27(4), 56-72. 
  77. Toom, A., Husu, J., & Patrikainen, S. (2020). Research-based teacher education: Teachers' professional competencies and the role of research engagement. European. Journal of Teacher Education, 43(2), 183-199. https://doi.org/10.1080/02619768.2020.1728739  
  78. Turner, G., & McAlpine, L. (2019). Balancing research and life: Strategies for early-career researchers. Higher Education Research and Development, 38(1), 32-47.  
  79. Turner, G., & Quinlan, K. (2021). Overcoming procrastination: Strategies for improving time management in academic research. Journal of Academic Research, 28(3), 45-58.   
  80. Villegas, M., Santos, P., & Ramirez, J. (2022). Academic persistence and motivation among graduate students: Understanding resilience in research writing. International Journal of Education and Learning, 12(1), 34-50. 
  81. Vos, P., & Groeneveld, L. (2020). Motivation and its impact on academic writing and research success in higher education. International Journal of Research in Higher Education, 41(3), 112-125.  
  82. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.   
  83. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.  
  84. Wisker, G., & Robinson, G. (2020). Supporting postgraduate students in research publication: The role of academic mentorship. Studies in Graduate Education, 23(4), 67-89.  
  85. Zeichner, K., & Noffke, S. (2021). Practitioner research in education: Theoretical perspectives and studies. Routledge. 
  86. Zhu, Y., & Liu, P. (2021). Optimism and resilience in academic publishing: How graduate students navigate research challenges. Journal of Educational Psychology, 36(3), 77-95.  
  87. Zwart, H., Li, Y., & Vos, P. (2020). Investigating the motivation of research students across disciplines: A cross-institutional study. Research in Higher Education, 41(5), 67-79.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic