Development and Implementation of Action Research Initiatives: The Case of Rural Elementary Schools

This study aimed to develop and implement action research initiatives for rural elementary schools in the DepEd Division of Sorsogon during the School Year 2023-2024, focusing on Oras Elementary School and its 12 teachers. The findings identified three significant challenges: the demanding nature of teachers’ schedules, lack of financial support, and misalignment between institutional priorities and teachers’ research interests. To address these issues, a two-day seminar-workshop on action research was conducted, enhancing teachers’ understanding of action research principles and methodologies. This initiative, proposed by the researcher and approved by the school head and school division Superintendent, had a profound impact on the teachers’ comprehension and skills in conducting action research. The study concludes that key challenges hinder teachers at Oras Elementary School from conducting research, emphasizing the demanding schedules, financial constraints, and need for alignment between institutional priorities and teachers’ research interests. The seminar-workshop was crucial in improving teachers’ understanding and expertise in action research. To foster a conducive research environment, it is essential to adopt comprehensive techniques such as collaboration, continuous monitoring, reflection, and transparent documentation. Future workshops should incorporate practical guidance, ongoing support mechanisms, and interactive elements to bridge the gap between theoretical knowledge and classroom implementation. Further studies on various contexts of action research among teachers, including involvement, attitude, challenges, and institutional support, are recommended.