Project: Artt Action Research Training Workshop for Teachers

Abstract

INTRODUCTION

Project: ARTT-Action Research Training Workshop for Teachers is based on Division Order No. 43 s. 2015 also known as Revised Guidelines in Basic Education Research, and with the Department of Education's continuing initiative towards strengthening evidence-based policy development, and the decision-making on the provision of research funds to eligible proponents from the national, regional, and division offices to the public elementary and secondary schools nationwide.

METHODS

This action research used descriptive normative survey and at the same time an output based in order to solve current problems, and concerns of teachers on their Individual Performance Commitment Review Form (IPCRF).

RESULTS

Low rating on Individual Performance Commitment Review Form in terms of action research is one of the problems encountered by the teachers at San Juan National High School, Kalayaan, Laguna. Based on the gathered data, difficulties in the action research process arises because of the following reasons: (1) Disinterest in action research, (2) Time constraint, and (3) Lack of knowledge about action research. Most of the teachers think that it is a big deal and very much complicated.

DISCUSSIONS

Data analysis indicated that conducting action research projects have a positive professional impact on teachers and an even greater influence on their teaching strategies. Immediate benefits for students were perceived by almost all of the teachers, indicating that action research has the potential to effect positive changes in the classroom, particularly when teachers implement research-based strategies to improve not only students' achievement but as well as community relationship. Action research provides a time consuming yet structured and focused approach in looking into teaching and learning process. As teachers get engage deeper into the field they increase their knowledge and awareness about the teaching-learning scenario. Educators can use action research to uncover answers to questions about the best way to improve their own teaching practices. This study provided evidences showing reflection as a key element of teacher's development. Critical-reflective thinking can be a vehicle that helps teachers progress from a level where they are largely guided by intuition to a level where their actions are guided by reflection and self-inquiry.