Abstract
This research aimed to increase the number of action research in school and enhance the level of performance of selected teachers through Project HIRAYA (Highlighting the Integration of Research to Academe in Yielding Outstanding Achievers) for the school year 2021-2022. This action research utilized Quantitative method specifically the Quasi-experimental method design. Descriptive quantitative was used in this study incorporating a comparative and correlation approach. Comparative approach was used to determine the significant difference in the level of performance of teachers before and after the implementation of Project HIRAYA. On the other hand, Correlational approach was used to determine if action research conducted can significantly predict the level of performance of teachers. Based on the results of this action research, the following findings were drawn; (1) there were only three (3) action researches conducted from S.Y. 2020-2021 while 15 researches were conducted in the S.Y. 2021-2022 after the Project HIRAYA; (2) The level of performance of teachers before the implementation of the project HIRAYA was 4.42 which is Very Satisfactory, while their level of performance after the implementation of Project HIRAYA was 4.65 which is Outstanding; (3) The computed t-value at 0.05 level of significance was 8.72 which is higher than the t-critical value of 2.145. Furthermore, the p-value of 4.974 e-7 was less than the 0.05 which indicates that the null hypothesis would not be accepted; (4) Since F (1,13) is 0.9401, and p-value is 0.3499 which was greater than 0.05, the Null Hypothesis would be accepted. Thus, the conduct of action research does not significantly predict the level of performance of teachers. On the other hand, research-related output could be used by the teachers in their RPMS MOVs to help increase their performance; (5) An increased number of action research implies a greater number of research-related outputs. The result also implies a high-quality teachers’ performance when it comes to professional growth and development. The target respondent-participants were the teachers of this school which was chosen using the purposive sampling technique and integrated by the convenience sampling technique approach. There were 15 actual teacher-participants in Project HIRAYA. They were highly encouraged to join in a series of learning action cell (LAC) sessions under Project HIRAYA. This was anchored on and pivotal to the PALAR process, consistent with a social constructivism framework. This research is viewed as a fluid process that is constantly evolving and adapting.
