Perceptions of high school administrators, teachers, and staff on their educational action research skills

Abstract

Educational action research is becoming more essential and widespread in teacher education programs, with the ability to improve and address administrators' and teachers' professional needs and teaching practices. As a result, educational action research skills are regarded as one of the most essential aspects of doing educational action research. The main objective of the present study is to investigate perceptions of high school administrators, teachers, and staff on their educational action research skills. The study used the 12-item questionnaire to survey 252 respondents (14 administrators and 238 teachers and staff) from high schools in Ho Chi Minh City, Vietnam. The descriptive analysis was used to assess perceptions of high school administrators, teachers, and staff on their educational action research skills. The results show that administrators, teachers, and staff assess their educational action research skills at a good level. Some of the necessary abilities for doing action research were already presented by high school administrators, teachers, and other staff members, while others needed to be developed further. The present findings provide more information on the current state of educational action research among administrators, teachers and staff in Ho Chi Minh City. It is highly suggested that educational action research training programs, workshops, and educational policies be implemented to reinforce and promote educational action research skills.