Sustaining action research in schools
Perspectives of secondary school teachers
Bibliographic Data
| ID | 21600744 |
|---|---|
| Authors | Marinette Bahtilla (0000-0003-0965-2251, Zhejiang Normal University, corresponding author), Xiao Huang (0000-0002-4323-382X, Zhejiang Normal University) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-06-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2026.2687088 |
| OpenAlex | W7164651246 |
| Language | EN |
| References cited | 42 |
Teachers’ engagement in action research is crucial to their professional growth and to the overall improvement of schools. Any country seeking to enhance teaching practices and the education sector as a whole, therefore, needs to implement strategies to sustain action research in schools. Hence, this study examined teachers’ perceptions of factors that can sustain action research in secondary schools. An exploratory case study research design was used, adopting a qualitative methodology. The study was carried out in Cameroon. The study participants were 60 secondary school teachers with experience in conducting action research (38 females and 22 males). Data were collected using a semi-structured interview guide and analysed thematically, using self-determination theory as a theoretical lens. This study offers several contributions to theory and practice. Firstly, the study extends the understanding and applicability of self-determination theory by using it to identify the factors that can sustain action research in schools. Secondly, the study reveals that there is a need to grant teachers the authority to utilise school resources (autonomy), enhance teachers’ knowledge and skills in conducting action research (competence), and foster positive relationships and connections among teachers within the school environment (relatedness). However, the findings show that teachers’ interest in action research is also essential. Recommendations to sustain action research in schools are provided
Action research · Educational research · Exploratory research · Perception · Professional development · Qualitative research · School teachers · Educational Assessment and Improvement · Participatory Visual Research Methods · Teacher Education and Leadership Studies
Self-Determination Theory
The contribution of educational research to teachers’ professional learning
Autonomy, competence, and relatedness in the classroom
Teacher identity development through action research
Perceived relatedness-support matters most for teacher well-being
Reflection as pedagogy in action research
The practices and challenges of conducting action research in some selected secondary schools of Bale Zone, Oromia, Ethiopia
Balancing school improvement strategies with workload pressures
Building leadership capacity in school leadership groups
The transformative power of action research
The role of action research in teachers’ efforts to develop research-based education in Sweden
Development of teacher professional identity
Rethinking teacher agency
Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspective-based analysis
Action Research
Self‐Regulation and the Problem of Human Autonomy
Self-Determination Theory in Work Organizations
Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools
Research‐informed teaching
Teacher evaluation feedback as a lever to support teacher autonomy and retention
The "What" and "Why" of Goal Pursuits
| Citation velocity | historical |
|---|---|
| Highly cited | No |