Abstract
This research sought to understand lived experiences of master teachers in creating collaborative classroom-based action research in Silago District in the school year 2023-2024 to develop a policy brief. This study adopted descriptive phenomenology where purposive sampling was used targeted eight qualified master teachers with at least three years teaching experience and prior participation in collaborative classroom-based action research. Semi-structured interviews focused on questions that elicit detailed narratives and views on their difficulties and practice. The study engaged Braun & Clarke‘s (2006) thematic analysis, keeping confidentiality throughout the process. Findings revealed critical themes, Theme 1: Conceptualizing Action Research, Theme 2: Planning the Action Research, Theme 3: Conducting the Action Research, and Theme 4: Evaluating and Reporting the Action Research. Participants pointed out that successful implementation of collaborative classroom-based action research relies on strong leadership support and provision of the needed resources. Collaboration was identified as strength, however some challenges were identified on how participants were able to establish and maintain team collaboration with the members and other stakeholders. Also, the cyclic nature of the reflective practices as a beneficial form of practice was described as adding extra work responsibilities to teachers who already had substantial loads of teaching and managerial tasks. To address these challenges, the study proposed three alternatives: implement flexible scheduling and dedicated research time, develop supportive leadership frameworks for structured collaboration and increase access to resources and funding for research initiatives. Among these, developing supportive leadership frameworks for structured collaboration emerged as the most effective solution because it tackles structural conditions and promotes the conditions necessary for practical action research to flourish. This gives a promising insight into how action research can be used to improve teaching and learning with the support of adequate institutional backing to overcome barriers in realization of the intervention.
