ACTION RESEARCH SKILLS AS PREDICTORS OF RESEARCH PRODUCTIVITY AMONG SECONDARY SCHOOL HEADS: FOCUSED DATA INFORMED LEADERSHIP
Abstract
Action Research plays a vital role in addressing pressing issues within schools and serves as an essential tool for solving school problems. It is also a key skill that school heads must possess to foster continuous improvement. This study aimed to comprehensively investigate the research skills of secondary school heads and examine how these skills influenced their research productivity. Using a descriptive- correlational research design, data were collected through a validated self-made survey questionnaire distributed via Google Drive and Messenger, involving all 68 secondary school heads within the study's scope. The instrument’s validity was affirmed by experts, ensuring the reliability of the data. Results showed that most respondents were aged 48–56, predominantly female, and held doctoral degrees. Despite their qualifications and experience, they rated their research skills as "Moderately Skilled," with notable gaps in constructing theoretical frameworks and performing statistical analyses. Their research productivity was also moderate, with strengths primarily in classroom research but limited engagement in dissemination activities and disaster- related research. The findings revealed a positive correlation between higher education levels, additional training, and both research skills and outputs. These insights emphasized the need for targeted professional development programs aimed at enhancing specific research competencies among school heads. Implementing capacity-building initiatives focusing on problem identification, research design, data analysis, and dissemination would enable school heads to increase their research productivity and contribute more effectively to educational development. Additionally, fostering a school culture that prioritizes data-informed decision-making and research utilization was identified as crucial for sustaining growth. While most school heads were qualified and experienced, strategic interventions were necessary to bridge existing skill gaps and promote research-active leadership. Future research should replicate this study across diverse settings to validate findings and further explore the factors influencing research productivity among educational leaders.
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References
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