Guidelines for Developing Classroom Action Research to Foster Teacher Innovation in Schools under The Secondary Educational

Abstract

This research employed a mixed-method approach with the objectives of: (1) examining the current conditions of classroom research development to promote teachers’ innovation in schools under the Secondary Educational Service Area Office Phetchabun, and (2) exploring guidelines for developing classroom research to enhance teachers’ innovation. The research was conducted in two phases. In Phase 1, the study investigated the current conditions of classroom research development. The sample consisted of 310 participants, including 80 school administrators and 230 teachers, selected through stratified random sampling based on school size, following Krejcie and Morgan’s table. Data were collected using a questionnaire. In Phase 2, the study explored development guidelines through structured interviews with three experts. The findings revealed that the overall conditions of classroom research implementation were at a high level in all aspects. Data collection had the highest mean score, while research dissemination had the lowest mean score, although it remained at a high level. Furthermore, the development guidelines emphasized enhancing teachers’ competencies throughout the research process, including problem analysis, development of quality research instruments, application of technology for data collection and analysis, appropriate statistical selection, and improvement of academic writing and research dissemination skills. These should be supported through mentoring systems and professional learning communities.