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Action Reserach for Teachers Introduction


According to Geoffrey E. Mills, 


Action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their particular school operates, how they teach, and how well their students learn. This information is gathered with the goals of gaining insights, developing reflective practice, effecting positive changes in the school environment, and improving student outcomes and the lives of those involved.


  •  strategic problem solving for specific educational challenges;
  • positive communication between administrators and teachers;
  •  empowerment of teachers and administrators;
  •  increased professional satisfaction;
  •  flexible, solution-oriented thinking;
  •  increased professional motivation to improve practice;
  •  increased collegiality, on-going inquiry, self-reflection, and decision making skills;
  •  increased expectations for student learning;
  •  increased expectations for self-improvement.



  • Action research increases human understanding.
  • It is concern to improve quality of human action and practice.
  • The focus is on the immediate concern to practitioners
  • Action research is collaborative. It implies a shared  community of discourse  between insiders and outsiders and those practitioners are not merely treated as clients but as  co-investigators.
  • It is conducted in a natural setting where the problem is encountered.
  • Action research is participatory in nature. Those affected participate in research and implementation of preferred solutions.
  • It focuses on the case or a single unit. Action research examines a single case and a sample population, for instance, the classroom or the school.
  • There is no attempt to control setting variables.
  • The problem, aims, and methodology may shift as inquiry proceeds. Action research does not consider problems as fixed.
  • Action research is evaluative-reflective.
  • Action research is methodologically eclectic-innovative.
  • It is scientific. By stating problems, formulate action hypotheses the action researcher exercises rigorous scientific principles of procedures.
  • Usefulness or utility value should be shared among the participants.
  • Dialogue and discourse-based nature. In action research understanding can only be achieved through unconstrained dialogue with project participants.
  • Action research is critical. Critique is a pivotal aspect of the process and an important step towards understanding interpretation and emancipation.
  • Action research in emancipatory. It attempts to give participants greater autonomy through collective reflection.
from Dr. Alda Perlita Polestico