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Abstract
The study was conducted in pursuit of investigating the lived experiences of select public-school teachers in conducting action research during the ‘new normal’. The study used qualitative research design and employed phenomenology as a research design. It involves ten (10) teacher respondents who were chosen through the purposive sampling method. The study used unstructured questionnaires, administered through in-depth interviews. The data gathered had undergone textual and thematic analysis as well as narrative to analyze and interpret the data. Several themes emerged like technical, systemic, and personal. Results reveal that technical themes are the most difficult part because there are processes for gathering and analyzing data that require scrutiny and consultation. The systemic, however, is easy due to the respondents only needing to attend seminars. Some instructions on conducting Action Research (AR) are not clear because of the fluctuating internet connection. Moreover, personal themes become easier because of the calendar method used that helps maintain a smooth flow of the research plan. The study recommends that research coordinators including the School Head may conduct more training and seminars on AR. This is so that teachers needing proper guidance in conducting AR will thus be provided.
