The Development of Faculty Members’ Ability in Conducting Action Research to Improve Their Teaching and Learning

Abstract

This research was aimed to examine the process to develop faculty members’ ability in conducting classroom action research, the impact on, and factors of, those attempts on their abilities which enhance or hinder their abilities in conducting action research. This qualitative collaborative action research drew upon observations of seminar sessions, interviews, and final research reports of faculty members. Data was analyzed an inductive process; reading all data, interpreting, categorizing data and emerging themes. The findings indicated that the professional development program for faculty members should 1) engage administrators to collaboratively work with faculties and program coordinator; 2) facilitate faculties to work and share common understandings about classroom action research; 3) track faculties’ research progress; 4) use online or social media for communication, and 5) have financial supports by faculty. It is also found that most of participants held better understanding about classroom action research as it is inquiry process in regular teaching practice.