Master of Arts in Education Major in Educational Management

The purpose of this study was to determine the teachers’ profile which include age, sex, civil status, position, designation, area of specialization and educational attainment. It identified the action research interests of the teachers, the problems encountered in formulating action research proposal and the relationship between the teachers’ profile and the action research interests.
The data were gathered from the 121 secondary school teachers in Baler District during the School Year 2016-2017 suing questionnaire as the main instrument. The results show that the most of the public Secondary School Teachers in Baler District are in between 30-30 years old, majority are female, married, employed as Teacher I, class advisers, and have English or Science as area of specialization.
The secondary school teachers’ research topic interests were assessing students’ performance and students’ behaviour. The teachers perceived overlapping work assignments as a major problem in formulating action research proposal. The teachers’ age, sex, civil status, educational attainments have no significant relationship with their research interests. Teacher’s area of specialization has a significant relationship with lesson planning. Also, teacher’s position has a highly significant relationship with learning environment.
Based on the study, the researcher recommends that school heads may advise their teachers to include in their Individual Plan for Professional Development (IPPD) their plans for continuous personal and professional growth and development. The secondary school teachers may formulate and conduct action research in line with their interest which focuses on assessing students’ performance and students’ behavior.
Problems encountered by the teachers in formulating action research should not stop the teachers in pursuing their goal to conduct and action research. Instead, teachers should consider the possible solutions to the problems encountered in developing action research which include: (a) allotment of time and proper time management, (b) updating with the latest issuances of the Department of Education regarding action research funding and technicalities, (c) taking time to read related literature, previous researches or searching for related studies in the internet which will serves as a guide for the researcher, and (d) attending trainings and workshops on action research preparation.
It should be noted that profile has no significant relationship with their teacher’s action research interests. Thus, these factors should not affect the teacher’s interests in conducting action research. Meanwhile, teacher’s area of specialization has a significant relationship with lesson planning. Therefore, it is important that teachers should teach subjects in line with their area of specialization. Lastly, teacher’s position has a highly significant relationship with learning environment as action research topic interests. It is therefore recommended that as teachers acquire higher positions, teachers may focus on the learning environment as their primary concern when planning to formulate and conduct action research.