Abstract
This case study explored the personally- held meaning of English-specialized Secondary Master Teachers towards action research, examined their action research productivity, and analyzed the expectation and pressure to produce high-quality action research on their experiences and practices. It utilized a semi-structured interview, and transcripts were scrutinized using thematic analysis. The study found that teachers view action research as a transformative process that promotes reflective practice and self-awareness and strengthens their professional competence. However, the study also revealed that English-specialized Secondary Master Teachers face challenges in allocating time for action research due to their extensive teaching and non- teaching responsibilities. As regards external pressures and expectations, teachers emphasized the value of adopting a growth mindset and perceiving action research as an ongoing learning process. It is recommended that educational institutions and policymakers consider the time constraints faced by teachers and provide adequate support, resources, and professional development opportunities to enhance their engagement in action research.
