ABSTRACT
The recent profiling of teachers at Pinagkawitan Integrated National High School revealed that only 5.94% of the faculty had completed an action research project in the past five years. This low percentage highlights the need to intensify efforts to develop teachers' skills in conducting action research, as mandated by numerous DepEd memoranda. The school is still in the adjustment phase of integrating action research into its educational culture, which is concerning given the importance of research in educational practice.
In response, the school launched Project PAIR (PINHS Active Involvement on Research), an initiative designed to encourage and support teachers in writing action research. The project aims to improve teachers' competence and interest in research and address the challenges they face in the process.
To evaluate the project's effectiveness, the researcher employed two methods: Focus Group Discussions (FGD) and a Strengths Needs Assessment Test, both conducted with the teachers. These methods revealed that teachers face significant challenges, primarily the need for more time to dedicate to action research. Additionally, concerns were raised about the availability of resources and the funding required to carry out research projects.
Despite these challenges, all respondents expressed a positive impression of Project PAIR. Based on these findings, the researcher recommends implementing intensive training sessions focused on writing action research to further develop teachers' skills and confidence.
Keywords: Project PAIR, Research Practice, School-based Intervention