• MIRAFLOR B. ARTANGO
• GINA F. LABITAD

Challenges on Action Research Writing Process and Teachers’ Performance plays a significant role in this study. Specifically, it sought to determine 1. the respondents’ encountered level of challenges in action research writing processes, 2. the respondents’ level of teaching performance, and 3. the significant relationship between the respondents’ encountered challenges in action research writing and their performance in Tagoloan District Schools during the School Year 2023-2024. A descriptive research design was used in the study to explore the teachers’ characteristics, challenges in research writing process and teachers’ performance among the five hundred ninety-six (596) teacher respondents. The researcher used total population sampling, and patterned and adapted questionnaires were employed as the main data-gathering tools in identifying and establishing the relationships between and among the variables. The researcher used statistical tools such as the percentage, frequency, mean and standard deviation, and Pearson Product Moment Correlation (r) to determine the significant relationship between challenges in action research writing process and teachers’ performance and the significant difference between teachers’ performance and their characteristics. The findings of the study revealed the overall challenges on action research writing was High Level of Difficulty. It also showed that the level of Teachers’ Performance aligned with PPST was Consistently Demonstrate. Moreover, the level of challenges on action research writing and the performance of teachers has a significant positive correlation. It was concluded that the Challenges on Action Research Writing Process posed the main reason why teachers inhibited conducting action research. The study recommends that the Tagoloan Districts conduct training and workshops on action research writing, mock presentations for teachers, and professional development for curriculum and planning to increase the teachers’ research engagement and alleviate teachers’ performance.

challenges, writing process, action research, teachers’ performance

"Challenges on Action Research Writing Process and Teachers’ Performance: Basis for Teacher Development Plan", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 6, page no.d24-d30, June-2024, Available :http://www.jetir.org/papers/JETIR2406305.pdf

"Challenges on Action Research Writing Process and Teachers’ Performance: Basis for Teacher Development Plan", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 6, page no. ppd24-d30, June-2024, Available at : http://www.jetir.org/papers/JETIR2406305.pdf