Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 6 (2025)

Benefits and Challenges: High School Teachers' Experiences in Conducting Action Research

Mary Anne Eugenio | Judeah Karla Judeah Karla | Romalyn Vicente | Jane D. Navalta

Discipline: Education

 

Abstract:

This study was conducted to determine the benefits and challenges encountered by high school teachers at Solano High School when conducting action research and how their personal and professional profiles influence their involvement. The descriptive-comparative method of research was employed, utilizing surveys and interviews to gather data. The questionnaire and structured interview served as the instruments for data collection. A stratified sampling technique was employed, resulting in a total of 103 teachers from the eight learning areas as respondents. The inquiry was conducted during the school year 2024-2025. The findings revealed that most respondents were aged 31-40 years, predominantly female, and specializing in subjects like English, Mathematics, and MAPEH. Despite having a high number of teachers holding a bachelor's degree and the Teacher III rank, few had engaged in action research or attended research-related training. The study highlighted several benefits of action research, including improving the teaching-learning process, supporting teachers’ professional development, and contributing to curriculum development. However, teachers faced significant challenges, including time management, lack of motivation, and insufficient institutional support, particularly in terms of training and resources. There was no significant difference in the benefits or challenges based on teachers’ demographic profiles, including age, sex, academic rank, or highest educational attainment. However, those actively engaged in research reported greater benefits, while teachers with unsubmitted research projects encountered more challenges. These findings emphasized the need for a research-focused culture in schools, increased institutional support, and mentoring systems to help teachers overcome barriers and fully benefit from action research. The study suggests that further research should explore the role of mentorship and peer collaboration in enhancing the effectiveness of action research in improving teaching practices and student outcomes.



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