EXAMINING COMPETENCE IN ACTION RESEARCH OF BASIC EDUCATION TEACHERS IN CEBU CITY, PHILIPPINES
DOI:
https://doi.org/10.24200/jonus.vol6iss2pp202-230Abstract
Background and Purpose: This study examined the self-perceived competence in action research (AR) components of basic education teachers in Cebu City to identify their challenges in conducting AR. The results aimed to provide baseline information for the planned professional development program.
Methodology: It employed a sequential explanatory design (QUAN→qual). It is characterized by collecting and analyzing quantitative data in the primary phase and then by collecting and analyzing qualitative data. 166 teachers participated in the online survey. These teachers previously underwent professional development programs in designing AR projects, and two-thirds did an AR. Using their responses, they were grouped through a hierarchical clustering technique to create distinct groups of teachers sharing the similarity of competence or needs in the AR components. The cluster analysis yields four groups. Eventually, eight teachers were interviewed regarding their responses, which means two teachers represented each cluster.
Findings: For very few teachers in cluster one (n=4), they regard selecting AR topic, planning the project, analyzing and presenting data, and integrating ethics as areas of non-difficulty while integrating technology, reflecting on AR, and communicating results as areas of difficulty. For the majority of the teachers belonging to Cluster 2 (n=76), cluster 3 (n=37), and Cluster 4 (n=49), all AR components are regarded as difficult, indicating all are critical areas for professional development.
Contributions: A conventional way of conducting a needs assessment of teachers’ competence in AR as a basis for a professional development program is done by calculating the mean and standard deviation per AR competence or skills of all teachers participating in a survey. However, this method disregards the individual professional needs of teachers as it presents the general level of competence in each skill set. The professional needs may vary from one teacher to another. Thus, this study presents a novel way of examining teachers’ needs in AR by using cluster analysis to homogenously group participants according to the similarity of their responses or professional needs. This gives key reference points on which AR skills need to be improved for teachers in the same group when planning a teacher development program in AR.
Keywords: Action research, competence, in-service teacher, professional development, teacher research.
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