Abstract
This study investigates the extent to which teachers in grades 1-3 use action research skills in their practices. A sample of 91 teachers completed a structured questionnaire with 25 items across four domains. Findings show that the overall use of action research skills is low among teachers. Statistically significant differences were found based on educational qualifications, with those holding postgraduate degrees demonstrating higher engagement. No significant differences were noted across grade levels. However, teachers with fewer than five years of experience showed better practice of action research skills. Additionally, teachers who participated in multiple training courses on action research exhibited greater proficiency. These findings highlight the need for targeted professional development to enhance action research application in education.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ACTION RESEARCH, TEACHER RESEARCH SKILLS, PROFESSIONAL DEVELOPMENT, EARLY CHILDHOOD
