I have learned that action research is a mighty
instrument for school improvement and learning. Through the deeper
understanding of their own behaviors and the commitment in self-reflection, practitioners
are capable to make better choices in their professional growth. Because they invest their time and
energy, they feel a sense of ownership and connection to the process and its outcomes.
Action
research is a recurring process, where those who practice it are knowledge
originators. Principals are the
source of questions, and they are focused on offering an approach into their
own practice to modify what needs to be modified in order to improve the
school. They turn into role models for teachers, staff, and students in their
buildings, modeling how to be lifelong learners, which has a long-lasting
positive impact on every person in the campus.
Principals
establish
questions, read applicable literature, collect and analyze data, and share
their conclusions with others, becoming the “head learners” in their schools. They
slow down the stressed pace of their regular work by allocating time to engage
in inquiry. Thus, they become
proactive, rather than reactive.
There
are quite a few uses for action research in educational settings. For example, it can be used a component
of pre-service and in-service programs, in curriculum development, in systems
planning for schools and districts, and as an approach for professional
development.
Action
research can occupy just one teacher investigating a concern in their classroom,
a team of teachers working on a common dilemma, or a group of teachers and
other school personnel focusing on a school- or district-wide matter.
