Unveiling Public School Teachers’ Motivations and Challenges in Action Research Making: Basis for Project ReCREATe

This qualitative phenomenological study investigated the motivations and challenges experienced by public school teachers in conducting action research. Using purposive sampling, five (5) public school teachers were selected as participants. Through thematic analysis, major themes and core ideas emerged. The findings reveal that teachers are primarily motivated to engage in action research for professional growth and development, instructional advancement, and recognitions and promotions. However, they also face significant challenges, particularly time constraints and limited support. In response to these challenges, an intervention program titled "Project ReCREATe" (Recalibrating Competence in Research Engagement Among Teachers) was proposed. To ensure the long-term sustainability of Project ReCREATe, it is recommended that schools institutionalize a structured support system by establishing research mentorship programs, integrating time management training, and streamlining administrative tasks for teacher-researchers. Additionally, sustained stakeholder collaboration and continuous provision of incentives may reinforce a research-driven culture, ensuring that action research remains an integral and enduring part of professional development in education.