TEACHERS’ ANXIETY AND CHALLENGES IN WRITING ACTION RESEARCH IN BASIC EDUCATION: INPUT FOR AN ENHANCEMENT TRAINING PROGRAM

Abstract

This study unraveled the teachers’ anxiety and challenges in writing action research in basic education. The study determined the anxiety and challenges, as well as the views of the teachers in writing action research in basic education. Seven (7) basic education teachers in Annafunan Integrated School participated in the study. Focus Group Discussion was utilized in gathering the data. Also, thematic analysis was used to interpret the gathered data. The teachers viewed action research as difficult yet beneficial undertaking. The anxiety of the teachers in writing action research emanated from teacher and work-related factors. Teachers attribute their research anxiety to the challenges they face such as tedious process of completing an action research, heavy workload, and minimal budget provided to them. The teacher-researchers deliberately coped with the difficulties of writing action research through the enabling factors. The researchers recommend that DepEd Technical Working Group may provide mentorship programs such as continuous training and writeshops to make sure that teachers have adequate knowledge in the conduct of action research. Also, DepEd Division office should reduce the teachers’ workloads to ensure that teachers can write action research with enough time and elude teachers from other work-related disruptions. Finally, Cagayan State University’s research and extension program team may initiate interventions such as seminars and writeshops that may enhance teachers’ level of competencies and may reduce the level of teachers’ anxiety in writing action research.