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Abstract

This paper reports the preliminary findings of the NIS/SHARE (School Hubs for Action Research) project, a three-year initiative launched by Nazarbayev Intellectual Schools in Kazakhstan in 2024. As part of a broader study examining the impact of Action Research on school improvement, the project engages 38 schools and 190 educators in collaborative inquiry aimed at enhancing teaching and learning. The study explores participants’ perceptions of the effects of collaborative Action Research on educational practice. A mixed-methods design was employed, drawing on data from four focus groups, eight semi-structured interviews, and 1,189 survey responses collected across participating schools. Preliminary findings indicate that Action Research provides educators with a structured process for identifying and addressing problems of practice. Participants reported improvements in teaching quality, student engagement, and the use of evidence to inform instructional decisions. The findings suggest that collaborative inquiry enables teachers to critically reflect on their practice, implement targeted interventions, and evaluate their effectiveness. Participants also highlighted the importance of collaboration and leadership support in sustaining engagement with Action Research. School leaders were perceived as playing a crucial role in fostering conditions that promote inquiry, professional dialogue, and the use of evidence for continuous improvement. The paper contributes to ongoing discussions on practitioner inquiry and highlights the potential of collaborative Action Research

as a mechanism for supporting evidence-informed school improvement.