Attitude of Elementary School Teachers towards Action Research

Abstract

In education, action research is mostly used to identify specific issues in the classroom and offer practical solutions. Action research is linked to several activities in the area of education that address weaknesses and challenges. Teachers use action research to promote evidence-based practices, individualize professional development, and cultivate critical thinking. The current study was designed to find out how elementary school teachers perceived towards action research in this particular context. The study's methodology was a descriptive survey design. Using a simple random technique, a total of 120 elementary school teachers were selected to constitute the study's sample. Data were collected by using an ATR scale which the researcher had developed. The t-test, standard deviation (SD), and mean of the data used for analysis and interpretation. The hypothesis of the research was that, in terms of various characteristics, there would be no significant variance among elementary school teachers' attitudes towards action research. The findings revealed that the attitudes of male and female elementary school teachers toward action research differed significantly. Furthermore, it was discovered that there was no statistically significant difference in elementary school teachers' attitudes towards action research based on their academic stream or their professional education.