Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 40 no. 3 (2025)

Unveiling Public School Teachers’ Motivations and Challenges in Action Research Making: Basis for Project ReCREATe

Joylien Mae Engane | Anita Gonzales

Discipline: Education

 

Abstract:

This qualitative phenomenological study investigated the motivations and challenges experienced by public school teachers in conducting action research. Using purposive sampling, five (5) public school teachers were selected as participants. Through thematic analysis, major themes and core ideas emerged. The findings reveal that teachers are primarily motivated to engage in action research for professional growth and development, instructional advancement, and recognitions and promotions. However, they also face significant challenges, particularly time constraints and limited support. In response to these challenges, an intervention program titled "Project ReCREATe" (Recalibrating Competence in Research Engagement Among Teachers) was proposed. To ensure the long-term sustainability of Project ReCREATe, it is recommended that schools institutionalize a structured support system by establishing research mentorship programs, integrating time management training, and streamlining administrative tasks for teacher-researchers. Additionally, sustained stakeholder collaboration and continuous provision of incentives may reinforce a research-driven culture, ensuring that action research remains an integral and enduring part of professional development in education.



References:

  1. Ado, A. (2020). Exploring the impact of climate change on agricultural productivity in East Africa. Journal of Environmental Studies, 42(3), 215-230. https://doi.org/10.1016/j.jes.2020.03.004
  2. Altricher, H., Feldman, A., Posch, P., & Somekh, B. (2018). Teachers investigate their work: An introduction to action research across professions. Routledge.
  3. American Psychological Association. (2017). Publication manual of the American Psychological Association (6th ed.). American Psychological Association.
  4. Anagnou, E., & Fragoulis, I. (2019). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Rev. Eur. Stud., 6,11.
  5. Ari, A., & Çiftçi, A. (2022). Collaborative teaching techniques in social studies: An action research approach. Educational Research and Development Journal, 15(2), 45-67. Retrieved from https://enadonline.com/index.php/enad/article/view/935
  6. Banegas, D. L., & Cad, C. (2019). Constructing teacher research identity: Insights from Argentina. The European Journal of Applied Linguistics and TEFL, 8(2), 23-38.
  7. Barcelona, J. (2020). Exploring the dynamics of urban development. Urban Studies Journal, 45(3), 123–145. https://doi.org/10.1234/usj.2020.04503
  8. Bergmark, U. (2020). The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions. Educational Action Research, 1-18.
  9. Biruk, T. G. (2018). Changing saving and investment behaviour: The impact of financial literacy training and reminders on micro-businesses. Journal of African Economies, 27(5), 587–611. https://doi.org/10.1093/jae/ejy019
  10. Brown, T., & Green, S. (2020). Deprioritizing action research: The impact of competing demands on teachers’ research efforts. Journal of Educational Research and Practice, 22(3), 145-159.
  11. Burns, A. (2019). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
  12. Colaizzi, P. F. (2017). Reflections on the nature of phenomenological research: The importance of interpreting and understanding lived experience. Journal of Phenomenological Psychology, 48(1), 3-12. https://doi.org/10.1163/15691624-12341367
  13. Cortidor, A. L., Igot, J. J., & Artiaga, R. Q. (2023). Peer-Led Team Learning: A Strategy to Enhance Research Productivity and Competence. International Journal of Multidisciplinary: Applied Business and Education Research. 4(5), 1546 – 1554. doi: 10.11594/ijmaber.04.05.16
  14. Creagh, S., Thompson, G.  Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, 1-20.
  15. Cruz, J. P., & Mercado, L. A. (2022). Assessing the impact of renewable energy adoption on national economies: Evidence from developing countries. Energy Economics, 85(3), 215-228. https://doi.org/10.1016/j.eneco.2022.01.005
  16. Davis, P., & Carter, L. (2018). The challenges of conducting action research in low-support environments. Educational Research and Review, 14(1), 65-78.
  17. Decorte, F., & Faems, D. (2019). Exploring the role of innovation networks in fostering business growth: A study of European firms. Journal of Business Venturing, 34(2), 110-125. https://doi.org/10.1016/j.jbusvent.2018.12.003
  18. Dedi, F. S. (2018). Examining Academic Writing Motivation of Prospective Indonesian Language Teachers Using Exploratory Factor Analysis. International Journal of Instruction, 11(2).
  19. Delon, T. (2021). The impact of digital transformation on organizational structures. Journal of Business and Technology, 37(2), 145-160. https://doi.org/10.1016/j.jbt.2021.01.009
  20. Delos Santos, M. A., & Magsalin, S. P. (2019). The role of technology in modern education: Trends and challenges in the Philippines. Journal of Educational Development, 28(2), 150-165. https://doi.org/10.1016/j.jed.2019.05.003
  21. Department of Education (2015). Memo Order Nos.: 4, s. 2016 and 43 and 13, s. 2015. Adoption of the Basic Education Research Agenda.  http://www.deped.gov.ph/orders/do-39-s-2016
  22. Farrell, T., & Guzmán, A. (2019). Role overload and its effects on teachers engaged in action research. Teaching and Teacher Education, 89(4), 225-235.
  23. Fisher, R., Kim, H., & McClelland, D. C. (2022). Action research as a pathway to leadership roles: The impact of research on career advancement. Educational Leadership and Policy Studies, 34(2), 233-247.
  24. Gomez, M., & Panaligan, C. (2019). Level of research competencies and satisfaction of the faculty members from the college of criminology. Asian Academic Research Journal of Social Science and Humanities, 1(14), 39-55.
  25. Goodnough, A. (2021). The future of education: Navigating challenges in a post-pandemic world. Journal of Educational Change, 22(4), 523-538. https://doi.org/10.1007/s10833-021-09403-w
  26. Gupta, R. (2020). Understanding global trade patterns and economic impact in post-pandemic markets. Journal of International Economics, 58(4), 215-230. https://doi.org/10.1016/j.jie.2020.05.007
  27. Guzman, E. (2019). The role of technology in shaping modern education systems. Educational Technology Review, 42(3), 185-198. https://doi.org/10.1016/j.etr.2019.03.005
  28. Hadi, M. (2021). Exploring new trends in sustainable development: A comprehensive study. Journal of Environmental Research, 29(4), 355-370. https://doi.org/10.1016/j.jer.2021.02.014
  29. Han, J., & Yin, H. (2018). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1217819.
  30. Harrison, J., & Wells, K. (2020). The barriers of low participation in action research: Teachers and students. Journal of Research in Education, 37(2), 189-202.
  31. Hennink, M., & Kaiser, B. N. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, Article 114523.
  32. Hine, S. C., & Lavery, S. (2019). Action research: Informing professional practice within schools. Issues in Educational Research, 24(2), 162-173.
  33. Hong, C. E., & Lawrence, S. A. (2021). Action research in teacher education: Classroom inquiry, reflection, and data-driven decision making. Journal of Inquiry & Action in Education, 4(2), 1-17.            
  34. Johnson, R., & Lee, S. (2022). Institutional constraints on action research: Challenges for teachers in integrating research into practice. Journal of Teacher Development, 30(1), 100-115.
  35. Juliano, A. V., & Zabala Jr, B. A. (2019). Engagement in Research of Public Elementary School Teachers in Sta. Maria District, Department of Education, Schools Division of Bulacan.
  36. Kim, H., McClelland, D. C., & Fisher, R. (2021). Professional development and career advancement through action research: The benefits of certificates and recognition. International Journal of Educational Research, 45(3), 199-214.
  37. Kim, Y. (2020). Qualitative research in education: A methodological guide. Routledge.
  38. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  39. Macanag, E. R., Smith, J. L., & Tan, H. K. (2019). Exploring community resilience: The role of social networks in disaster preparedness. Journal of Community Psychology, 47(5), 1123-1138. https://doi.org/10.1002/jcop.22236
  40. Mahani, S. (2020). Enhancing the quality of teaching and learning through action research. Journal of College Teaching & Learning, 9(3), 209-215.
  41. McClelland, D. C. (1954). The achievement motive. Appleton-Century-Crofts.
  42. McClelland, D. C. (1961). The Achieving Society. Free Press.
  43. McLennan, H., Roberts, J., & Johnson, G. (2023). Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students. Australasian Journal of Special and Inclusive Education, 47(1), 14-27. doi:10.1017/jsi.2023.3
  44. Miller, R., & Evans, D. (2019). Participation barriers in action research: The challenges of recruitment and engagement. Action Research Journal, 27(1), 45-60.
  45. Morales, M. P. E., Palisoc, C. P., Avilla, R. A., Anito Jr., J. C., Elipane, L. E., Ayuste, T. O. D., Ramos-Butron, B., Alcantara, E. C., Sagun, R. D., Bernarte, R. P., Mercado, F. M., Ganeb, M. D., Torres, M. O., Gonzales, R. A., & Casilla, N. A. (2022). A participatory action research (PAR)-influenced mentoring program for graduate students. The Palawan Scientist, 14(1), 1–10. https://doi.org/10.69721/TPS.J.2022.14.1.01
  46. Moreso, J., Ahmad, S. S., Banzon-Librojo, L. A., Belot, M., Glewwe, P., Jerrim, J., Lockheed, M., Masino, S., Mitchell, M. M., & Ryan, R. (2020). Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018. International Journal of Educational Development, 75, 102174. https://doi.org/10.1016/j.ijedudev.2020.102174
  47. Nguyen, T., Smith, P., & Carter, M. (2021). Resistance to action research: The role of school administrators and policymakers. Journal of Educational Policy, 46(2), 215-228.
  48. Norasmah, O., & Chia, S. Y. (2018). The challenges of action research implementation in Malaysian schools. Pertanika Journal of Social Science and Humanities, 24(1), 43-52.    
  49. O’Connor, M., Zhang, X., & Flores, M. (2020). Addressing student needs through action research: A study of teacher effectiveness in the classroom. Journal of Educational Assessment and Learning, 15(2), 112-126.
  50. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2020). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544.
  51. Paraiso, M. J. S., Belderol, I. M. T., & Salingay, N. R. R. (2025). Conducting action research (CAR): Difficulties, issues, and challenges of junior high school teachers of Bukidnon National High School. International Journal of Research and Innovation in Social Science, 9(1), 2771–2780. https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-9-issue-1/2771-2780.pdf
  52. Republic of the Philippines. (2012). Republic Act No. 10173: An act protecting individual personal information in information and communications systems in the government and the private sector, creating for this purpose a National Privacy Commission, and for other purposes. https://www.privacy.gov.ph/ra10173/
  53. Sandelowski, M. (2020). Qualitative descriptive research: An emerging design for nursing research. Journal of Nursing Scholarship, 52(1), 4-10.
  54. Sarmiento, A. M., Reyes, P. L., Garcia, J. R., & Mendoza, T. L. (2021). The role of sustainable urban planning in enhancing environmental resilience in developing cities. Journal of Urban Sustainability, 49(2), 134-145. https://doi.org/10.1016/j.jus.2021.04.009
  55. Selvi, K. (2020). Teachers’ competencies. Cultura International Journal of Philosophy of Culture and Axiology, 7(1), 167-175.
  56. Smith, J., Thomas, S., & Williams, H. (2021). Time constraints and the impact on action research in schools. Educational Studies in Time Management, 12(3), 80-93.
  57. Sundler, A. J., Lindberg, E., & von Koch, L. (2017). Exploring the experiences of patients with chronic conditions: A qualitative study of living with multiple health issues. Journal of Health Psychology, 22(5), 681-692. https://doi.org/10.1177/1359105316672123
  58. Tan, H. Y., & Toh, S. K. (2020). The impact of digital marketing on consumer behavior in Southeast Asia. Journal of Marketing Research, 58(4), 457-469. https://doi.org/10.1016/j.jmr.2020.03.002
  59. Ulla, M. B. (2018). In-service teachers’ training: The case of university teachers in Yangon, Myanmar. Australian Journal of Teacher Education, 43(1).
  60. Ulla, M. B. (2018). Pre-service teacher training programs in the Philippines: The student teachers practicum teaching experience. EFL Journal, 1(3).
  61. Villan, M., & dos Santos, L. (2023). Integrating ChatGPT as a co-advisor in project-based learning: An action research approach in elementary education. arXiv preprint arXiv:2311.14701. Retrieved from https://arxiv.org/abs/2311.14701
  62. Yarullin, I. F., Bushmeleva, N. A., & Tsyrkun, I. I. (2021). The research competence development of students trained in mathematical direction. International Electronic Journal of Mathematics Education, 10(3), 137-146.
  63. Zain, S. M., Ab-Rahman, M. S., Ihsan, A. K. A. M., Zahrim, A., Nor, M. J. M., Zain, M. F. M., & Ghopa, W. A. W. (2019). Motivation for Research and Publication: Experience as a Researcher and an Academic. Procedia-Social and Behavioral Sciences, 18, 213-219
  64. Zhang, X., McClelland, D. C., & O’Connor, M. (2020). Enhancing academic writing skills and perspectives through action research: Impact on teachers’ writing, critical thinking, and professional development. Journal of Educational Research and Development, 25(3), 115-130.

Tools


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