Administrative Support, Teachers’ Capability, and Challenges in Faculty Action Research in Public Elementary Schools

The study investigated the level of administrative support, teachers’ capability, and challenges encountered in conducting faculty action research among public elementary school teachers in Bohol’s Third Congressional District during the School Year 2024-2025. It involved 284 purposively chosen public elementary teachers. Using modified questionnaires, the research assessed demographic profiles, perceived support, self-rated research skills, and obstacles faced by teachers. Findings revealed that most teachers held master’s units but had limited formal training, with a significant proportion not completing their action research projects. Administratively, teachers perceived support as adequate, particularly in technical and moral aspects. Teachers generally viewed themselves as capable, especially in conceptualization and technology application, yet identified moderate difficulties in data analysis and ethics. The study found no significant relationship between teachers’ demographic variables and their research skills or challenges. The study concludes that administrative support enhances teacher capability and reduces challenges in conducting faculty action research. Strong administrative support is crucial in fostering effective research engagement among public elementary teachers. Based on these insights, the study recommends ongoing professional development, increased resource allocation, mentorship programs, workload management, and the establishment of collaborative research networks. These strategies aim to foster a research culture, improve research completion rates, and empower teachers to conduct meaningful action research, ultimately contributing to the enhancement of research-driven instructional practices within the Department of Education (DepEd).