Science Teaching Efficacy, Attitude, and Challenges in Doing Action Research

^{The aim of this study is to appraise science teaching efficacy, attitude, and challenges in doing action research. A total of 60 junior high school science teachers were chosen as the respondents of this study who are teaching in the Division of Malabon for the school year 2016-2017. Three instruments were used in the study -Teacher Sense of Efficacy Scale, Science Teachers’ Attitude towards Action Research, and Teachers’ Challenges in Doing Action Research. Ten (10) out of 60 junior high school science teachers were subjected to an informal interview to find out their general view, perception and other challenges teachers’ encounter in doing an action research. Fifty (50) of the junior high school science teachers were the respondents of the questionnaires. Mixed method was employed in this study and the quantitative part used descriptive correlational research. The qualitative portion of this study followed thematic analysis. Findings revealed that the level of science teachers’ perceived efficacy in science teaching is positive, that there is an ease for the science teachers to handle students' engagement and classroom management. Similarly, science teachers can deal with different instructional practices confidently. The slightly positive attitude was uncovered in science teachers in doing action research. However, the study marks that there is no correlation between teaching efficacy in science and attitude in doing action research. Science teachers' learning experiences in doing different stages of action research were noted to be not that easy. The difficulties of science teachers in doing the stages of action research revealed more on analyzing data and in developing and writing research methodology. Conversely, science teachers established a high positive perception on the value of action research in teaching and learning process. With some of the challenges faced by science teachers, a training program can be developed for them to perform the steps by steps stages and at the same time equipped them with the technicalities of doing action research. The output of this program is an action research that can be conducted in their respective schools. Letting the science teachers understand the value of conducting action research may take a while, but it is very important that their interest and motivation are there. Seasoned teachers who did not continue or pursue graduate studies can be tapped to join the program. Another one is to organize a research team in the school in order to develop collaborative effort and also encourage science teachers to help one another in developing a valuable action research where teachers and students will gain from it.}