Research Culture and Level of Engagement in Action Research among Elementary Teachers: Basis for Work Action Plan

This study examined the research culture and engagement in action research among public elementary teachers in Western Region III, specifically in Zambales, Bataan, Olongapo, and Balanga. Employing a convergent parallel mixed-methods design, data were collected from 312 participants, including 300 teachers and 12 school research coordinators. Respondents were purposively sampled to ensure representation across divisions. Quantitative data from survey questionnaires were analyzed using descriptive and inferential statistics (means, frequencies, percentages, ANOVA, t-tests, and Chi Square), while Spearman Rho’s correlation measured relationships between teacher-related factors and trainings attended. Qualitative data from interviews and document analysis were examined through thematic analysis using MAXQDA. Findings revealed diverse demographic profiles and generally low engagement in action research, with limited training, research conduct, and publications. Significant differences in engagement were observed by age, experience, educational attainment, and position, but not by sex. Mid-career teachers and those with advanced degrees showed greater involvement in training, research, and publication. Correlation analysis indicated weak but significant relationships between contextual factors and research activities, though institutional opportunities largely determined training levels. Challenges included lack of mentoring, insufficient resources, compliance-driven attitudes, and limited ICT facilities. The qualitative strand highlighted five themes: structural time constraints, compliance-driven mindset, limited skills and training, insufficient institutional support, and weak collaboration. Triangulation provided a holistic view of practices and barriers. The study proposed an evidence-based developmental plan to strengthen teacher participation and foster a sustainable research culture in elementary schools.

action research, research culture, elementary teachers, institutional support, mixed methods, professional development

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