Action Research as Catalyst Towards Classroom Evidence-Based Practice: Voices of Master Teachers

This study explored the critical role of master teachers in using action research as a catalyst for evidence-based practice in public schools in the Third Congressional District of Bohol, Philippines. It examined how master teachers employ action research to bridge theory and classroom practice by addressing instructional challenges with context-specific, data-informed solutions. Using a descriptive qualitative design, the study gathered insights from 10 master teachers to document their experiences, the challenges they encountered, and the influence of their research on instructional decision-making. Findings show that action research strengthens professional growth, encourages sustained reflective practice, and supports continuous improvement in teaching strategies. Institutional support, collegial collaboration, and community involvement emerged as key enabling conditions that sustain research engagement, while limited resources, curriculum constraints, and time demands constrained consistent implementation. Master teachers disseminated research findings through Learning Action Cell sessions, district research presentations, professional networks, and local conferences, thereby enabling evidence-based practices to influence both school-level instruction and broader educational communities. The study concludes that action research enhances educational quality by providing master teachers with a systematic framework for diagnosing classroom concerns and implementing targeted instructional interventions. Recommendations focused on capacity-building programs, strengthened institutional support mechanisms, and policy-level initiatives to sustain teacher-led research.