Project "ARREST" in Victoria: Action Research Revolution among Elementary and Secondary Teachers

Abstract

INTRODUCTION

The Department of Education encourages all offices and schools from the chiefs down to the teachers to conduct action researches which have long been believed to have helped improve institutions.

However, district records showed that from 2015to 2017 out of 237 teachers and school heads only 20 action researches were proposed and out of them only (2) were completed.

It has been noted that teachers' lack of know-how and involvement in research-related training discourages them in conducting action research. The same situation deters the principals to provide technical assistance to teachers in terms of research development.

From this, arise a persistent call that demands the need to provide training and immersion activities relative to the conduct of researches in schools.

These findings gave birth to Project ARREST in Victoria (Action Research Revolution for Elementary and Secondary Teachers), with the aim to capacitate the teachers thru the guidance of principals in crafting and conducting innovative action researches to identify and provide solutions to the endemic problems at the school/classroom level especially on the side of instruction towards progress.

METHODS

This project used 3A's approach (Assess, Analyze, and Act). Different Action Steps were undertaken in this method. From talking to the customers, relating VOC results, observing the current SIPOC, root cause analysis, identifying focus problems, developing solutions, finalizing improvement plan, conducting implementation via the targeted milestones, monitoring, and evaluation, analyzing progress and impact, and celebrating success.

RESULTS

After nine months of rigorous efforts to capacitate school heads and teachers on conducting and implementing action researches, a 170% completion rate had been recorded. The district targeted only 30 outputs but was able to produce 51. The researches were proven significant by the invited experts, and division officials. As a result, teachers expressed appreciation and a positive response to the district's call for action researches next year.

DISCUSSIONS

Careful analysis, planning and collaborative implementation with the help of the stakeholders led to the successful outcome of the project which benefited the school heads, teachers and learners. Principals' competence in providing technical assistance was enhanced to mobilized teachers in taking part as lead-proponent and associates of action researches. It also served as a motivator for other districts to do similar research advocacy activities.