Evaluating the Impact of an Extension-Based Capability Enhancement Program on Teachers’ Professional Growth and Action Research Perspectives
DOI:
https://doi.org/10.48017/dj.v10i3.3454Keywords:
Action Research,, Capability Enhancement Program, Extension Project, Educational Research Challenges, Theory of ChangeAbstract
This study assessed the impact of a capability building extension project initiated by a teacher education institute in the Bicol Region, Philippines, for an elementary school in the same region. It examined the program’s effectiveness in enhancing teachers’ competencies in conducting action research. Fourteen respondents participated in the study. Using a concurrent mixed-methods approach, data were collected through surveys, interviews, documentary analysis, and focus group discussions. Quantitative data were analyzed using weighted means and frequency distributions, while qualitative data were interpreted through thematic analysis. The Theory of Change served as the guiding framework for evaluating the outcomes of the extension initiative. Findings indicated that while the participants generally held a positive perception of the program, it did not fully achieve its intended objectives. Many teachers remained hesitant or unable to engage in action research, with several failing to propose, conduct, implement, or publish research papers. A key challenge identified was the lack of time, which impeded their ability to complete research-related activities. These findings emphasize the need for the teacher education institute to strengthen its extension services by increasing contact hours and providing sustained support through to the publication stage, thereby encouraging consistent research engagement and improving overall outcomes.
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