Research Article
Open Access
Classroom Teacher as Researcher through Writing Action Research: A View from Public School Teachers
1
Tagoloan Central School, Tagoloan District, Division of Misamis Oriental, Department of Education, Region X, Philippines
* Corresponding Author:
Margarita V. Jaminal,
[email protected]
Volume 2, Issue 2
2026
Received: 06 October 2025
Accepted: 21 May 2026
Published: 05 June 2026
Article Information
Published in
Frontiers in Educational Innovation and Research
Volume/Issue
Volume 2, Issue 2, 2026
Pages
53-57
Abstract
Research is essential to addressing the current education crisis, as it supports the development, assessment, and enhancement of educational practices. Nevertheless, carrying out action research has become one of the most challenging tasks for most teachers because it has increased their workload, and the purpose of this study was to identify the challenges encountered by teachers in their pursuit of writing action research. This study was at Tagoloan Central School in the Division of Misamis Oriental, Philippines. It used a qualitative methodology with a phenomenological research design and included twenty-one participants selected through purposive sampling. The data were collected using an interview guide and analyzed using the Moustakas data analysis approach. There were in-person interviews to collect the data, and five themes emerged from the analysis: lack of sufficient knowledge, rigorous work, time-consuming nature of the job, and lack of interest and no plan for promotion. The study suggests that a research seminar and workshop for teachers at the school level and dissemination to promote the importance of action research to the teaching and learning process. Replicating research seminars on writing action research and the Department of Education should set up a more effective and comprehensive venue for the enhancement of skills of teachers in doing action research.
Keywords
qualitative methodology
moustakas phenomenological design research challenges
action research
interview
Tagoloan Central School
Data Availability Statement
Data will be made available on request.
Funding
This work was supported without any funding.
Conflicts of Interest
The authors declare no conflicts of interest.
AI Use Statement
The authors disclose that generative AI tools were used in the preparation of this manuscript, specifically for drafting, language refinement, and translation. The authors retain full responsibility for the content and presentation of the work.
Ethical Approval and Consent to Participate
This study was conducted in accordance with the ethical principles outlined by the Department of Education, Philippines. Written informed consent was obtained from all participants prior to data collection. Participants were assured of confidentiality and the voluntary nature of their participation.
References
- Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field methods, 18(1), 59-82.
[CrossRef] [Google Scholar] - Hagaman, A. K., & Wutich, A. (2017). How many interviews are enough to identify metathemes in multisited and cross-cultural research? Another perspective on Guest, Bunce, and Johnson’s (2006) landmark study. Field methods, 29(1), 23-41.
[CrossRef] [Google Scholar] - Tindowen, D. J., Guzman, J., & Macanang, D. (2019). Teachers’ conception and difficulties in doing action research. Universal Journal of Educational Research, 7(8), 1787-1794.
[CrossRef] [Google Scholar] - Oestar, J., & Marzo, C. (2022). Teachers as researchers: Skills and challenges in action research making. International Journal of Theory and Application in Elementary and Secondary School Education, 4(2), 95-104.
[CrossRef] [Google Scholar] - Abrenica, J. T., & Cascolan, H. M. S. (2022). Impact of action research in education: Experiences and challenges faced by teachers. International journal of scientific and management Research, 5(2), 1-15. http://doi.org/10.37502/IJSMR.2022.5201
[Google Scholar] - Aguilar-de Borja, J. M. (2018). Teacher action research: Its difficulties and implications. Humanities & Social Science Reviews, 6(1), 29-35.
[CrossRef] [Google Scholar] - Morales, M. P. E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: a literature review. International Journal of Research in Education and Science, 2(1), 156-165.
[Google Scholar] - Abelardo, L. J., Lomboy, M. A. A., Lopez, C. C., Balaria, F. E., & Subia, G. S. (2019). Challenges encountered by the national high school teachers in doing action research. International Journal of English, Literature and Social Science (IJELS), 4(4), 1046-1051. https://dx.doi.org/10.22161/ijels.4418
[Google Scholar]
Cite This Article
APA Style
Jaminal, M. V. (2026). Classroom Teacher as Researcher through Writing Action Research: A View from Public School Teachers. Frontiers in Educational Innovation and Research, 2(2), 53-57. https://doi.org/10.62762/FEIR.2026.721053
Export Citation
RIS Format
Compatible with EndNote, Zotero, Mendeley, and other reference managers
TY - JOUR AU - Jaminal, Margarita V. PY - 2026 DA - 2026/06/05 TI - Classroom Teacher as Researcher through Writing Action Research: A View from Public School Teachers JO - Frontiers in Educational Innovation and Research T2 - Frontiers in Educational Innovation and Research JF - Frontiers in Educational Innovation and Research VL - 2 IS - 2 SP - 53 EP - 57 DO - 10.62762/FEIR.2026.721053 UR - https://www.icck.org/article/abs/FEIR.2026.721053 KW - qualitative methodology KW - moustakas phenomenological design research challenges KW - action research KW - interview KW - Tagoloan Central School AB - Research is essential to addressing the current education crisis, as it supports the development, assessment, and enhancement of educational practices. Nevertheless, carrying out action research has become one of the most challenging tasks for most teachers because it has increased their workload, and the purpose of this study was to identify the challenges encountered by teachers in their pursuit of writing action research. This study was at Tagoloan Central School in the Division of Misamis Oriental, Philippines. It used a qualitative methodology with a phenomenological research design and included twenty-one participants selected through purposive sampling. The data were collected using an interview guide and analyzed using the Moustakas data analysis approach. There were in-person interviews to collect the data, and five themes emerged from the analysis: lack of sufficient knowledge, rigorous work, time-consuming nature of the job, and lack of interest and no plan for promotion. The study suggests that a research seminar and workshop for teachers at the school level and dissemination to promote the importance of action research to the teaching and learning process. Replicating research seminars on writing action research and the Department of Education should set up a more effective and comprehensive venue for the enhancement of skills of teachers in doing action research. SN - 3068-5664 PB - Institute of Central Computation and Knowledge LA - English ER -
BibTeX Format
Compatible with LaTeX, BibTeX, and other reference managers
@article{Jaminal2026Classroom,
author = {Margarita V. Jaminal},
title = {Classroom Teacher as Researcher through Writing Action Research: A View from Public School Teachers},
journal = {Frontiers in Educational Innovation and Research},
year = {2026},
volume = {2},
number = {2},
pages = {53-57},
doi = {10.62762/FEIR.2026.721053},
url = {https://www.icck.org/article/abs/FEIR.2026.721053},
abstract = {Research is essential to addressing the current education crisis, as it supports the development, assessment, and enhancement of educational practices. Nevertheless, carrying out action research has become one of the most challenging tasks for most teachers because it has increased their workload, and the purpose of this study was to identify the challenges encountered by teachers in their pursuit of writing action research. This study was at Tagoloan Central School in the Division of Misamis Oriental, Philippines. It used a qualitative methodology with a phenomenological research design and included twenty-one participants selected through purposive sampling. The data were collected using an interview guide and analyzed using the Moustakas data analysis approach. There were in-person interviews to collect the data, and five themes emerged from the analysis: lack of sufficient knowledge, rigorous work, time-consuming nature of the job, and lack of interest and no plan for promotion. The study suggests that a research seminar and workshop for teachers at the school level and dissemination to promote the importance of action research to the teaching and learning process. Replicating research seminars on writing action research and the Department of Education should set up a more effective and comprehensive venue for the enhancement of skills of teachers in doing action research.},
keywords = {qualitative methodology, moustakas phenomenological design research challenges, action research, interview, Tagoloan Central School},
issn = {3068-5664},
publisher = {Institute of Central Computation and Knowledge}
}
Article Metrics
Publisher's Note
ICCK stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and Permissions
Copyright © 2026 by the Author(s). Published by Institute of Central Computation and Knowledge. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
Preserved at
Portico
Portico
Scan to read this article