Effects of Action Research on Female EFL Teachers’ Professional Development
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Date
2007-08
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Addis Ababa University
Abstract
The objective of the present study is to explore the effects of action research practice on female EFL teachers’ professional development. Nine female EFL teachers participated in the study. The participants were from Debza, Abema and Edetibeb Primary Schools in Debre Markos. They all teach in the second cycle, grades 5-8, in their respective schools. They were selected purposely because they did action research. The teachers were willing to reflect on their experience. Teachers’ diary reflection, interview, and document were the major data collection instruments. The result of the study revealed that the teachers thought that the engagement helped them improve their professional status. Their perception has changed positively. Their interest towards action research has increased. They developed innovative thinking and systematic investigation. The experience increased their awareness about TEFL and brought them opportunities of promotion and award. Based on the findings it is recommended that to intensify the impact of action research on EFL teachers’ professional development, college/university teachers should work in collaboration with the school teachers. Some push factor such as research endeavor should be arranged to break the silence of experienced teachers who have developed comfort with what they already have. The nearby college or university should work in collaboration with the teachers to help the teachers adapt collaborative work with their colleagues. To break the reluctance of teachers’ involvement in action research, award bearing action research projects should be prepared.
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Female EFL Teachers’