Action Research Practice of Preparatory Secondary School Teachers in West Gojjam Administrative Zone, Amhara Regional State, Ethiopia

Abstract

The purpose of this study was to assess the participation of preparatory secondary school teachers in action research and to explore factors that hinder the realization of action research in schools. Descriptive survey design was employed as a method of research. Open and closed ended questionnaire, focused group discussion and individual interview were used as instruments to collect the data. The data was collected from six schools. Teachers and school principals were participated as subject of the study. The data gathered through closed ended questionnaire was analyzed using percentage. Whereas from open ended questionnaire, focused group discussion and interview was analyzed in the form of quotation and narration. The findings revealed that understanding of preparatory secondary school teachers’ about action research was at the lower level. School principals who are expected to provide professional support for teachers had no detail awareness and skill about action research. Engagement of teachers in action research activities had been hindered by lack of training and experience on how to conduct action research, lack of support and monitoring, work over load and shortage of time, lack of incentives, lack of research facilities and less attention given for action research. Thus, it is critically important to organize short term training and experience sharing; establishing well equipped libraries; enhancing the support and follow-up system; establish rewarding mechanism as possible solutions to be taken into account for improving the participation of teachers in action research.

Keywords: Action research, preparatory secondary school, school principals, West Gojjam.