Abstract
Teacher-led action research is widely recognized as a key strategy for improving instructional practice, strengthening reflective teaching, and supporting evidence-based decision-making in schools. However, many teachers experience limitations in research competence, confidence, and readiness, particularly in navigating emerging technologies such as Generative Artificial Intelligence (GenAI). This action research evaluated the effectiveness of a three-day seminar– workshop designed to enhance teachers’ action research competence and promote the responsible use of GenAI in academic writing. The study employed an evaluative action research design involving planning, action, observation, and reflection. Participants were teachers from the Mindanao State University – Integrated Laboratory School who voluntarily attended the seminar–workshop. Data were gathered using two researcher-developed instruments: the Teachers’ Action Research Competence Questionnaire, which measures knowledge, confidence, and readiness, and the Seminar–Workshop Effectiveness Questionnaire, which assesses program content and structure, impact on action research competence, and responsible use of GenAI. Quantitative data were analyzed using descriptive statistics, while qualitative insights were obtained from participant outputs and observations. Results showed that teachers demonstrated positive levels of action research competence across all domains, reflecting adequate knowledge, improved confidence, and strong readiness to engage in classroom-based research. Participants also rated the seminar– workshop as highly effective, particularly in enhancing research skills and fostering ethical and transparent use of Generative AI. These findings indicate that structured, hands-on professional development integrating research training with responsible technology use can effectively strengthen teacher research capacity. The study underscores the value of action research-based seminar–workshops in cultivating research-engaged, ethically responsible, and technologically informed educators.
Keywords: Action Research, Generative Artificial Intelligence, Seminar–workshop Effectiveness, Teacher Professional Development.