An Assessment of Factors Affecting Teahcers to Carry out Action Research, With Special Reference of the Upper Primary Schools of Sidama Zone
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Date
2004-06-01
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Addis Ababa University
Abstract
Action research has the potential to generate genuine and sustained improvements
in schools. It gives educators' new opportunities to reflect on and asses their
teaching, to explore and rest new ideas, methods and materials. Perhaps the most
important is the fact that it helps educators to be more effective in following up the
development of their students.
This study aimed at examining the current status 0 faction research in the upper
primary schools of Sidama zone. Besides, factors affecting teachers to carry out
action research was systematically investigated.
The research methodology employed was descriptive survey. The study was
conducted at thirty upper primary sample schools that are found in Sidama zone. A
total number of fifty-eight principals and three hundred teachers were involved to
generate the necessary data.
Availability and simple random sampling techniques were used to draw principals
and teacher respondents respectively. Moreover, zonal supervision head and
wereda educational support and supervision section representatives were also
included in the sample.
Questionnaire, unstructured interview and document analysis were used to collect
the data. Percentage, means, chi-square, t-test and spearman's' rank order
correlation were employed in the analysis of the data.
Overall the survey study revealed that lack of resources, absence of on the job
training, shortage of finance and the underdeveloped research culture were the
major problems of action research activities in the schools. Besides, lack of moral
and material incentives, limited research knowledge and skill of teachers,
inadequacy of research courses at TTls and TTCs have contributed negatively for its
low development.
The study revealed that there is very little research outcome in the upper primary
schools of Sidama zone. Despite the existence of many inconveniences,
respondents still believe that teachers should be engaged in research work using the
available resources to improve their teaching methodology.
Recommendations for addressing these issues include, among other things, long
and short -term workshops, seminars, and offering intensive research courses in
TTls and TTCs. Moreover allocating budget, assigning responsive and capable
individuals, who have potential to facilitate the work at the wereda level, could make
significant difference. In addition rewarding teachers who attempt and make effort to
conduct action research, creating favorable conditions by providing facilities and
encouraging the development of research culture are also recommended based on
the research findings
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Keywords
Factors Affecting Teahcers