The main purpose of this study was to examine whether teaching action research has an impact on secondary school teachers' attitude toward professional growth. Quasi-experimental method was used in the study. The population consisted of 116 secondary school teachers, 58 in the treatment group and 58 in the comparison group. The results were analyzed by using ANCOVA statistical procedure. In additional, a semi-structured interview was used to collect the teachers’ perception about professional growth. The main findings of this study were as follows: (1) No significant difference was found between the two groups in the sub-scale of personal growing and professional needs. (2) There was significant difference between the groups in the sub-scale of role expectations. (3) There was significant difference between the groups in the whole-scale of professional growth attitude. Based on the its findings, the present study proposed several suggestions for educational implementation and further study.