Unveiling the Proficiency of School Leaders in Action Research: A Comprehensive Examination of Practices and Impact on Educational Advancement

This research aimed to explore the challenges, support systems, and current practices of school heads in conducting action research within the Gumaca West District, highlighting its importance for enhancing educational practices and decision-making. Addressing the problem of limited engagement and success in action research, the study examined competencies, district-level support, resources, professional development opportunities, and specific challenges faced by school leaders. A mixed-method approach was employed, combining quantitative data from structured surveys and qualitative insights from interviews. Findings revealed that while school leaders exhibited moderate proficiency in core action research competencies, significant gaps persisted in interpreting data and report writing. The district provided strong frameworks and ethical guidelines but lacked resource allocation, mentorship, and regular professional development opportunities. Time constraints, overlapping responsibilities, and health-related challenges emerged as major barriers to effective research practice. Implications point to the need for targeted professional development, enhanced resource support, and systemic changes to align action research with district goals. Recommendations include dedicating time and resources to research, fostering a collaborative environment, providing technical and methodological training, and creating a sustainable culture of inquiry. By addressing these gaps, the district can empower school heads to leverage action research for continuous improvement, ensuring its relevance and impact on educational systems and learner outcomes. This study highlights the significance of district-level advocacy and systemic support in promoting effective action research practices among academic leaders.