Keywords
motivation
behavior
teacher capacity
teacher research
How to Cite
Abstract
Teachers' engagement in action research is vital for improving classroom practices and enhancing educational outcomes. However, many educators face challenges in developing the necessary knowledge, motivation, and behavior to initiate and sustain such research efforts. This study aimed to examine the levels of knowledge, motivation, and behavior of teachers in conducting action research and to develop a responsive capability-building program based on empirical findings. Employing a sequential explanatory mixed methods design, quantitative data were gathered from 320 teachers through a structured survey, followed by qualitative interviews with selected respondents to deepen insights on emerging patterns. Descriptive and inferential statistics were used to analyze the quantitative phase, while thematic analysis guided the interpretation of interview data. Findings revealed that teachers were generally moderately knowledgeable and moderately motivated and positive behavior to engage in action research. Significant differences were noted in knowledge, motivation, and behavior when grouped by variables such as position, educational attainment, prior research experience, and direct research engagement. Strong associations were also found between knowledge, motivation, and various behavior domains. Qualitative insights further clarified contextual challenges such as time constraints, limited training, and lack of support. The study underscores the need for structured, context-based interventions to enhance teacher-researchers’ competencies. The approved action research capability-building program serves as a strategic response to address capacity gaps, encourage sustained engagement, and institutionalize research culture in basic education settings.References
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