Introduction
Every school has a particular standard set of disciplinary problems, with the differences depending on the age level of the students, the focus and the quality of their education. Among these forms of problems are a fundamental lack of respect, aggression, and refusal of obedience. It should not be forgotten that educators are primarily responsible for such behavior. It is they who are responsible for creating and maintaining a healthy atmosphere among students, and with an insufficient or unqualified level of control, such problems arise.
Therefore, school discipline has been a cause of concern for many years. This problem has the potential to significantly affect the learning environment and the educational experience of students as a whole. To effectively handle this problem, it is crucial to identify its underlying causes and devise solutions. Participatory action research is one method of addressing this problem. This study entails including stakeholders in the research process to discover and comprehend the fundamental causes of the issue. Subsequently, each of them is able to influence the cause from their side in order to achieve an optimal condition.
Principal PAR Features and Procedures
Participatory action research (PAR) involves stakeholders in research to identify and solve an issue. This research is formed around the assumption that those directly affected by a subject are most equipped to give solutions for that problem. Participatory action research, or PAR, empowers stakeholders to act on their behalf instead of relying on professionals or external authority (Chiang et al., 2015). The process of PAR typically comprises many phases, which are described in further detail below.
Identifying Stakeholders
Identifying all key stakeholders, including students, teachers, parents, and administrators, is the first phase of the PAR process. It is necessary to identify all parties who may be affected by the study and its findings. This may be performed by conducting interviews with persons engaged in the study process and collecting data from other sources, such as surveys, focus groups, and other data sources. Combining these two techniques is an alternative solution. After identifying all relevant stakeholders, the following step is communicating with them and ensuring they understand their role in the study process.
Collecting Information and Data
The second phase in performing a PAR is information collection. This involves gathering input from diverse stakeholders through interviews, questionnaires, and focus groups. Collecting information from all relevant parties is vital to thoroughly understanding the issue (Bhattacherjee, 2012). This may be performed by conducting interviews with study participants and collecting data from other sources, such as surveys, focus groups, and other data sources. Focus groups are also a viable alternative. In addition, it is crucial to evaluate any ethical consequences resulting from collecting data from stakeholders and protecting their right to privacy.
Data Analysis Constitutes the third phase of the PAR procedure. This entails identifying patterns and trends in the data collected from the many stakeholders via an analysis of the collected information. It is vital to do data analysis to appreciate the issue at hand and produce solutions tailored to the specific needs of the numerous parties involved. According to Bhattacherjee (2012), some analytic techniques, including descriptive statistics, regression analysis, and qualitative analysis, are potential possibilities for achieving this objective. In addition, it is vital to address any ethical implications that may result from data analysis and to verify the accuracy and objectivity of any findings made.
Developing New Procedures and Methods
The development of possible solutions is the fourth phase of the PAR process. Here, it is necessary to develop solutions based on data analysis and input from stakeholders. This may be performed through several problem-solving techniques, such as brainstorming or design thinking. In addition, it is vital to address any ethical issues that can occur as a result of generating solutions and to ensure that any suggested solutions benefit all parties involved.
Putting Solutions to Work
Implementing solutions is the fifth phase of the PAR process. This involves implementing the solutions established via the PAR process. Ensuring that any offered solutions are executed effectively to achieve the intended outcomes is crucial. Creating an implementation strategy that specifies how each answer will be implemented and monitored over time is one method to do this (Eelderink et al., 2020). In addition, it is crucial to address any ethical consequences that may result from adopting solutions and ensure that any changes would benefit all stakeholders.
An Examination of the Results
The PAR method’s sixth phase is assessing the project’s outcomes. This stage involves assessing the results to judge the effectiveness of the PAR procedure. It is vital to evaluate the effects to determine whether or not the recommended solutions were adequate and whether or not modifications are needed to increase the degree of success. This may be achieved by conducting surveys or interviews with persons who participated in the PAR process to get input on their experience with the process and the results it generated (Pain et al., 2019). In addition, it is crucial to address any ethical implications that may arise. It is typical for the PAR process to be iterative, meaning that it may take numerous iterations of some or all of these phases to perfect solutions and assure their efficiency. It is also vital to remember that PAR is typically a collaborative effort in which many stakeholders collaborate to develop answers and take action on their behalf.
Value of Addressing School Discipline
Participatory action research can effectively solve school disciplinary problems. Engaging stakeholders in the study process may aid PAR in identifying and addressing disciplinary problems’ core causes (Cook et al., 2018). It may help develop solutions adapted to a school or community’s unique environment and requirements. Moreover, by including stakeholders in the research process, PAR may empower them to take action on their behalf and effect permanent change while conducting ethically (Salazar, 2022). This fact confirms the importance of results obtained through the personal involvement of actual decision-makers in the cause investigation, as it can raise the chances of a quick fix.
Conclusion: Ethical Problems and Their Potential Resolution
It is vital to evaluate and address ethical considerations while doing PAR, including gaining informed consent, ensuring confidentiality, and protecting data. Before collecting any information or data from participants in a PAR study, researchers should get informed consent to conduct themselves ethically. Additionally, they must ensure that any gathered information is kept secure and confidential. In addition, researchers must ensure that each participant is informed of their rights and has access to assistance if needed. The researchers must ensure that each volunteer is treated with dignity throughout the study.
Thus, participatory action research can effectively solve school disciplinary concerns. By including stakeholders in the research process, PAR may assist in uncovering and solving disciplinary problems’ core causes. In developing solutions adapted to a school or community’s unique environment and requirements. When conducting PAR, it is essential to examine ethical considerations and ensure that all participants are treated respectfully and given access to necessary assistance. In addition, it is necessary to forget about the individuality of each person and not to practice the same standard approach to everyone without asking.
Reference List
Bhattacherjee, A. (2012) Social science research: Principles, methods, and practices, University of Florida.
Chiang, J.J. et al. (2018) “Affective reactivity to daily stress and 20-year mortality risk in adults with chronic illness: Findings from the National Study of Daily Experiences.“ Health Psychology, 37(2), p.170.
Cook, J. et al. (2013) “Quantifying the consensus on anthropogenic global warming in the scientific literature,” Environmental Research Letters, 8(2), p. 024024.
Eelderink, M., Vervoort, J. M. and van Laerhoven, F. (2020) “Using participatory action research to operationalize critical systems thinking in social-ecological systems,” Ecology and society: a journal of integrative science for resilience and sustainability, 25(1).
Pain, R., Whitman, G. and Milledge, D. (2019) Participatory action research toolkit: An introduction to using PAR as an approach to learning. Durham University.
Salazar, C. (2022) “Participatory action research with and for undocumented college students: Ethical challenges and methodological opportunities,” Qualitative research: QR, 22(3), pp. 369–386.