The Guidelines of Environmental Development to Enhance Research Qualitative Classroom Action Research of Teachers

Abstract

          The purposes of this research were 1) to study the conditions of environmental development to enhance research qualitative classroom action research of teachers, 2) to study the problems on the environmental development to enhance research qualitative classroom action research of teachers, 3) to study the guidelines of environmental development to enhance research qualitative classroom action research of teachers.  The study comprised of 2 stages: Stage 1 was to study the conditions and problems on the environmental development to enhance research qualitative classroom action research of teachers.  The samples were  552 people who were administrators and teachers from 276 extended schools under the Office of Basic Education Commission in the lower northern Thailand. The data were collected by using two questionnaires with 0.97 and 0.98 reliabilities and analyzed by using frequency, percentage, mean and standard deviation.  Stage 2 was to study the of guidelines environmental development to enhance research qualitative classroom action research from 5 target extended schools which have been doing contiunously action research and being well accepted from 10 directors and deputy directors under the Office of Basic Education Commission.  The data were collected by using structured interview and analyzed by using content analysis.  The findings found that the conditions of environmental development to enhance research qualitative classroom action research of teachers overall was at a high level except for the item on appropriate rewarding which was at a moderate level.  2) The problems on the environmental development to enhance research qualitative classroom action research of teachers overall were at a moderate level, yet the 3 components with a high level were as follows: the item of the focus on doing research, the item of clear outstanding research culture and the item on clear goal.  3) The guidelines of environmental development to enhance research qualitative classroom action research of teachers were that the schools should designate the clear success indicators on action research both quantitatively and qualitatively according to the progress of teaching profession.  There should be meeting to inform the details of plan, project, the focus on doing action research activity, a variety of action research teachers, training, actual hands-on practice, utilizing the action research to be part of the instruction and learning, promoting the more cooperation among teachers, supporting the budget and facilitating as well as readjusting the teacher tasks appropriately.