Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 34 no. 4 (2025)

Collaborative Classroom-Based Action Research: Master Teachers’ Journey

Charlyn Tomol

Discipline: Education

 

Abstract:

This research sought to understand lived experiences of master teachers in creating collaborative classroom-based action research in Silago District in the school year 2023-2024 to develop a policy brief. This study adopted descriptive phenomenology where purposive sampling was used targeted eight qualified master teachers with at least three years teaching experience and prior participation in collaborative classroom-based action research. Semi-structured interviews focused on questions that elicit detailed narratives and views on their difficulties and practice. The study engaged Braun & Clarke‘s (2006) thematic analysis, keeping confidentiality throughout the process. Findings revealed critical themes, Theme 1: Conceptualizing Action Research, Theme 2: Planning the Action Research, Theme 3: Conducting the Action Research, and Theme 4: Evaluating and Reporting the Action Research. Participants pointed out that successful implementation of collaborative classroom-based action research relies on strong leadership support and provision of the needed resources. Collaboration was identified as strength, however some challenges were identified on how participants were able to establish and maintain team collaboration with the members and other stakeholders. Also, the cyclic nature of the reflective practices as a beneficial form of practice was described as adding extra work responsibilities to teachers who already had substantial loads of teaching and managerial tasks. To address these challenges, the study proposed three alternatives: implement flexible scheduling and dedicated research time, develop supportive leadership frameworks for structured collaboration and increase access to resources and funding for research initiatives. Among these, developing supportive leadership frameworks for structured collaboration emerged as the most effective solution because it tackles structural conditions and promotes the conditions necessary for practical action research to flourish. This gives a promising insight into how action research can be used to improve teaching and learning with the support of adequate institutional backing to overcome barriers in realization of the intervention.



References:

  1. Abasolo, M. S., & Marasigan, E. M. (2017). Action research in education: A catalyst for professional growth and school improvement. Philippine Journal of Education, 8(1), 1-10.
  2. Azemi, Y., Ozuem, W., Howell, K E., & Lancaster, G. (2019, January 1). An exploration into the practice of online service failure and recovery strategies in the Balkans. https://scite.ai/reports/10.1016/j.jbusres.2018.08.035
  3. Azarcon, C. (2019, January 18). Challenges Encountered by Master Teachers in Conducting Action Research | Ascendens Asia Journal of Multidisciplinary Research Abstracts. Ascendens Asia Publishing Pte. Ltd. (Singapore). Retrieved November 4, 2023,         from https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/5909
  4. Baxter, P., & Stubbs, M. (2017). Influencing teaching practices through collaborative action research: A study of a professional development program. Educational Action Research, 25(3),421–436. https://doi.org/10.1080/09650792.2016.1222278
  5. Bhandari, P. (2020, June 19). What Is Qualitative Research? | Methods & Examples. Scribbr. Retrieved November 4, 2023, from https://www.scribbr.com/methodology/qualitative-research/
  6. Bhatt, S. (2021, December 5). Self-Directed Professional Development: EFL Teachers’ Understanding. https://scite.ai/reports/10.36892/ijlls.v3i4.737
  7. Braun, V., Clarke, V.: Using thematic analysis in psychology. Qual. Res. Psychol. 3(2), 77–101 (2006). https://doi.org/10.1191/1478088706qp063oa
  8. Brown, A. R., & Jones, C. (2019). Collaborative action research: A vehicle for transformative professional development. Journal of Staff Development, 40(1), 30–35.
  9. Cabaroglu, N. (2014). Professional development through action research: Impact on self- efficacy. System, 44, 79–88. https://doi.org/10.1016/j.system.2014.03.003
  10. Caingcoy, M. (2020, July 14). Research Capability of Teachers: Its Correlates, Determinants, and Implication for Continuing Professional Development. Search eLibrary:: SSRN. Retrieved November 4, 2023,from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3631867
  11. Charmaz, K. (2014). Constructing grounded theory (3rd ed.). Sage.
  12. Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (n.d.). What is Action Research for Classroom Teachers? Kstatelibraries.pressbooks.pub. Retrieved November 4, 2023, from https://kstatelibraries.pressbooks.pub/gradactionresearch/chapter/chapt1/#:~:text= Action%20research%20allows%20educators%20to
  13. Code of Federal Regulations, Title 45, Part 46, Subpart D (2005). Protection of human subjects: Additional protections for children involved in research.
  14. Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for learning in teaching. Teachers College Press.
  15. Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the education of educators. Teachers College Press.
  16. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge.
  17. Cooper, B., & Cowie, B. (2009, November 28). Collaborative research for assessment for learning. Elsevier BV, 26(4), 979-986. https://doi.org/10.1016/j.tate.2009.10.040
  18. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
  19. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
  20. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
  21. Darling-Hammond, L. (2000). High-quality teaching and leadership: How to build a successful school. Jossey-Bass.
  22. Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46–53.
  23. Deped Order No. 34, s. 2017. Guidelines on the Implementation of the Collaborative Action Research as a Requirement for Master Teachers and for Other Purposes. Department of Education.
  24. Denzin, N. K. (1970). The research act in education. New York: McGraw Hill.
  25. DiCicco-Bloom, J., & Crabtree, B. F. (2006). The qualitative      research interview. Sage Publications.
  26. Domingo, M. C. S. (2018). Action research: A tool for professional development and school improvement in the Philippines. International Journal of Research and Education, 2(1), 1-10.
  27. Elliott, J. (2020). Action Research for Educational Change. Open University Press. McNiff, J., & Whitehead, J. (2010). You and Your Action Research Project. Routledge.
  28. Epistemology | Definition, History, Types, Examples, Philosophers, & Facts. (2023, October 17). Britannica. Retrieved November 4, 2023, from https://www.britannica.com/topic/epistemology
  29. Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.
  30. Gill, M. J. (2020, May 2). (PDF) Phenomenology as qualitative methodology. ResearchGate. Retrieved November 4, 2023,     from https://www.researchgate.net/publication/341104030_Phenomenology_as_qualita tive_methodology
  31. Giorgi, A. (1985). Phenomenological psychology. Springer US.
  32. Hayes, S., & Martinez, M. (2021). Collaborative action research in teacher education: A systematic literature review. Teaching and Teacher Education, 98, 103259. https://doi.org/10.1016/j.tate.2020.103259
  33. Hopkins, D. (2007). School leadership: Theoretical perspectives. Open University Press.
  34. Hubbel, M., & Johnson, L. (2004). Collaborative action research: A teacher’s guide to professional self-development. SAGE Publications.
  35. Kanner, A., Levine, M. D., & Kraemer, H. B. (2004). Ethical considerations in research with children. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 734-744). Cambridge University Press.
  36. Kemmis, S., & McTaggart, R. (2005). Participatory action research: Linking theory and practice. Sage Publications.
  37. Kyle, D W., & Hovda, R A. (1987, January 1). Teachers as action researchers: A discussion of developmental, organizational, and policy issues. Taylor & Francis, 64(2), 80-95. https://doi.org/10.1080/01619568709538552
  38. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. Lincoln, Y. S., & Guba, E. G. (2008). Establishing trustworthiness. In Handbook of qualitative research (4th ed., pp. 195-212). Sage.
  39. Manalastas, P. G. (2018). Action research as a tool for professional development and school improvement: A case study of a public school in the Philippines. Asia Pacific Journal of Education, Arts, and Sciences, 5(1), 1-10.
  40. Master Teachers’ Challenges in Doing Action Research: A Case Study. (2020, July). Retrieved November         4, 2023,           from https://www.hrpub.org/download/20200630/UJ
  41. Mertler, C. A. (2019). Action Research: Improving Schools and Empowering Educators. SAGE Publications.
  42. Sagor, R. (2000). Guiding school improvement with action research. Association for Supervision and Curriculum Development (ASCD).
  43. Setiawati, E., & Sunarti, S. (2021, March 1). Training Class Action Research, School Action Research and Writing of Scientific Articles for Teachers and Principals of Basic School in Banyuurip Purworejo. IOP Publishing, 1823(1), 012021-012021. https://doi.org/10.1088/1742-6596/1823/1/012021
  44. Solis, R., & Gordon, S B. (2019, October 1). Supervisor Facilitation of Action Research: Fostering Teacher Inquiry. National Numeracy Network, 4(2). https://doi.org/10.5038/2164-0866.4.2.1114
  45. Special Protections for Children as Research Subjects | HHS.gov. (n.d.). Retrieved December 7, 2023, from https://www.hhs.gov/ohrp/regulations-and- policy/guidance/special-protections-for-children/index.html
  46. Sturgess, J., & Locke, T. (2009, September 1). BeyondShrek:fairy tale magic in the multicultural classroom. https://scite.ai/reports/10.1080/03057640903103744
  47. Subpart D — Additional Protections for Children Involved as Subjects in Research | HHS.gov. (n.d.). Retrieved December 7, 2023, from https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/common-rule- subpart-d/index.html.
  48. Zeichner, K., & Noffke, S. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 298–330). American Educational Research Association

Tools


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