Enhancing Teacher Engagement in School Research

Context: Teacher engagement in research is identified as a critical yet often low-involvement area within educational practices. Many educators perceive participation in research as time-consuming and complex, leading to reluctance in engaging with action research despite its potential benefits for pedagogical practice. The SHARE project in Kazakhstan seeks to enhance this engagement by exploring the integration of collaborative research and reflective practices. Aims: The primary aim of the study is to identify measures that can increase teacher engagement within the SHARE project. By examining teachers' experiences and motivations, the research attempts to understand how to facilitate deeper involvement in the action research process. Methods: A qualitative case study approach was employed to collect data from ten teachers involved in the SHARE project. Data collection methods included surveys, lesson observations, and focus group discussions. Participants were encouraged to choose their research topics, which allowed for a personalized investigation into their teaching practices and professional development. Findings: The findings indicate that while teachers could choose their topics, various external factors such as time constraints and lack of experience still hindered full engagement. The study highlighted the importance of collaboration among teachers, positive feedback from peers, and support from school leadership in fostering confidence and motivation. Participants reported improvements in their teaching practices and student engagement as they embraced a culture of reflective learning and collaborative inquiry. Implications: The study suggests that enhancing teacher engagement in research involves fostering a supportive culture that promotes continuous reflection, collaborative problem-solving, and the autonomy to pursue individual research topics. Insights gained from this research can inform future initiatives aimed at embedding action research into daily pedagogical practices, thus contributing to sustained professional development and improved teaching outcomes within broader educational contexts.