Assessing the Transformative Potential of Participatory Action Research (PAR) as a Catalyst for Empowering Mathematics Educators

This qualitative study explores the transformative potential of Participatory Action Research (PAR) as a catalyst for empowering mathematics educators. The study highlights the experiences of the ten (10) in-service teachers who engaged in a yearlong PAR community engagement project. The focus was empowering the senior phase mathematics teachers with skills and knowledge to innovate and transform their teaching practices. This study is underpinned by two theories, namely Critical Emancipatory Research (CER) and Community of Practice (CoP). Data were collected through focus group discussions and reflection sessions. Therefore, the study focused on how teachers perceived the PAR approach and its influence on their practices. The findings revealed that PAR can restore working relationships, reignite the passion for teaching mathematics, unlock teachers’ full potential, and foster a sense of ownership and contribution within the educational field. Furthermore, PAR emerges as a powerful tool for providing meaningful learning experiences for mathematics educators. These findings advocate the strategic integration of PAR in promoting the scholarship of teaching and learning mathematics (SoTLM) and underscore its role in driving transformative change in educational practices. Keywords: Approach, Community of Practice, Participatory Action Research, Transformation