ACTION RESEARCH CAPABILITY BUILDING: A STRATEGY IN IMPROVING TEACHER COMPETENCE AND CLASSROOM PRACTICE

Abstract

This research dealt with the experiences and insights of faculty members as they engaged in an action research capability building conducted by the Office of Research and Development. This study was conducted among faculty members of the College of Education who participated in a two-day action research capacity building were from the proposal stage through the final presentation stage. Data are collected after the introductory action research capability building, where faculty members prepare a proposal and subsequently, after the final presentation of their respective action researches. Content analysis and descriptive statistical treatment were utilized to answer the objectives of the study. An adopted 14-item survey is divided into three parts of questions. In terms of the perceived level of difficulty of faculty members’ difficulty in action research process components, defining the research question has the lowest difficulty value, and writing the literature review has the highest difficulty value. According to the perceived level of agreement of faculty members’ impact in action research, this action research project positively influenced my students' learning has the lowest meanwhile this action research project positively influenced my teaching has the highest mean. Based on the impact on teaching practices categorized into three categories: professional impact, personal impact, and instructional impact. Therefore, this action research is an effective professional process that impacts daily and future teaching, and the action research process elicits change.