School-Based Action Research Through the Lens of Elementary Teachers: Promises and Pitfalls

This qualitative-phenomenological study explored the challenges, coping mechanisms, and insights of ten teacher-researchers from different public elementary schools of Kiblawan South District, Davao del Sur. The participants were chosen through purposive sampling, and their responses were analyzed using Creswell’s Thematic Analysis. The study unveiled that teacher-researchers experienced time constraints, lack of financial support, and lack of research skills. Participants’ apathy and heavy workloads also hindered them from conducting their research studies smoothly. Despite these challenges, teacher-researchers sought social support networks and balance their administrative workloads simultaneously. They sought professional development and reminded themselves of their skilled and educational motivations. Nonetheless, they believed that even if research was a challenging process, they learned significant values and thought this was beneficial for improving the educational facet. The study recommended that policymakers consider budgetary allocation and equipment support for teacher-researchers. These future research directions could contribute to a more comprehensive understanding of the challenges and opportunities associated with action research, ultimately benefiting educators and students in improving educational practices and outcomes.