Abstract
This paper is concerned with teachers' emancipation through action research practices in transforming teachers' classroom management. Teacher's emancipation is teacher's freedom in making decision about the course of their teaching practice in school. Indeed, transformation of classroom management in school depends largely on teachers' readiness to effect change in their current practices. This posed a challenge to change their classroom norms. In this study, teachers' emancipation will be explored in three main domains of teaching professionalism development, namely; experiential skills, professional knowledge and practical skills. This interim study uses qualitative case study design. The data collected through interview method was carried out on two experienced teachers. These two teachers came from Kota Belud's district primary school. They' was purposively sampled. The data was analysed using Thematic Analysis. The interim findings showed the existence of teachers' emancipation traits as the result of their involvement in action research practices in school in term of teachers' empowerment and participatory from various parties at school.