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This study aimed to examine the initial perceptions of 16 junior and senior high school English, Mathematics, and Science teachers on AR (Action Research) as the basis for the planned professional development program. The evaluation of their initial perception was done by administering an instrument called Teacher’s Perception on Action Research (TPAR). This is a research-made instrument containing scenarios which either represent an AR scenario or not but can elicit teachers’ perceptions about AR specifically on its nature of purpose and process. An in-depth individual (IDI) semi-structured interview was also conducted to obtain in-depth data on each participant’s perception about AR. Results revealed that their initial perceptions on the nature of purpose can be thematized into AR as a reactive approach for addressing problems in a positivist or scientific research method and as a mechanism for seeking transformative change. Meanwhile, their alternate perception on the AR process rests on the research method being reversible, reflective, and collaborative. However, these initial perceptions about AR were not discussed in-depth by the participants suggesting the need for a professional development program among these teachers teaching core subjects in the basic education program.