Kindergarten Teachers’ Perception Towards Classroom Action Research: A Case Study of Suksanti School
Keywords:
Perception, Classroom action research, Kindergarten teachersAbstract
This qualitative research aimed to explore the perceptions of kindergarten teachers at Suk Santi School in Yala Province regarding classroom action research during the 2023 academic year. The study involved nine key informants, all of whom were full-time kindergarten teachers. Data were collected using three methods. First, semi-structured interviews were conducted via telephone, online platforms, and face-to-face meetings, guided by an interview protocol validated by the academic advisor. Second, complete non-participant observation was employed to document teachers' behaviors and responses during the interviews. Third, an analysis of teachers' classroom action research reports was conducted. Data credibility was ensured through member checking; wherein key informants reviewed and confirmed the findings. The data underwent inductive analysis, with responses coded and categorized based on emerging patterns, and the results were presented thematically. The research findings provided valuable insights into the perceptions of kindergarten teachers at Suk Santi School in Yala Province regarding classroom action research. Teachers reported a lack of in-depth knowledge and limited opportunities to deepen their understanding of classroom action research. Its implementation was generally aligned with traditional practices and was viewed primarily as a means to develop research skills. Despite these challenges, teachers acknowledged the value of classroom action research in supporting student development and fostering a sense of professional pride. Simultaneously, they identified heavy workloads and various procedural limitations as significant sources of frustration. In conclusion, the findings indicate that teachers are eager to enhance their classroom action research skills and seek support through targeted training and workshops. Ongoing professional development in this area is seen as beneficial not only for teachers’ growth but also for the tangible development of early childhood learners. Moreover, this study highlights the need for further research to identify effective strategies for strengthening teachers' competencies in conducting classroom action research, thereby maximizing student learning outcomes.
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