The Practices and Challenges of Action Research in Secondary Schools of Addis Ababa
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Date
2012-06
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Addis Ababa University
Abstract
The purpose of this study was to explore the factors that hinder action research implementation
by government and private school teachers in CGIIIISS. To this end, both quantitative and
qualitative research approaches were used for data collection and analysis. The subject o/the
study were 172 government and 27 private schoolteachers, 8 government school principals and
8 private school principals, 2 Officers working at Education Bureau, and 4 Officers working al
Sub City Education Office. A questionnaire was used to collect data from teachers, interviews
were held with principals and educational officers to complement the il1formation obtained
through questionnaire. Document analysis was also made to validate and triangulate
Vermilion .from different sources. Descriptive statistics (mean, standard deviation and
percentage), total mean score was used to analyze quantitative data. The results of teachers’
questionnaire, principals' interviews were found significantly consistent on the issues raised.
however, discrepancy was observed between the results of educational officers ' interview und
the information Form teachers ' regarding (perception and research competence) towards the
role of act ion research. Teachers ' potential towards action research was found 1701 promising
for government school 23% and for private school j 8.5% of them engaged in action research.
The majority of the research works 77.5% for government school and 100% for private school
focused on fragmented and specific class rooll1 skills rather than unified school wide academic
issues. li1e practice of identifying the cause of educational problems and seeking solutions with
action research was found at infancy stage in both government and private schools, especially
in private schools it is not completely given attention. The involvement and support of the
principals and educational officers to teachers to be involved in action research in government
school of Addis Ababa was found minimal and low, while in private schools of Addis Ababa it
was found none. The major factors that impede teachers from involving in action research
where: over load in teaching and other committee activities, unsupportive trend, lack of financial
support, and lack of facilities in school for research •work. Hence, it was recommended that the
school principals and educational officers at various levels should create supportive .system for
research culture in schools to overcome the challenges.
For instance, designing short term refresher courses at SCEO \CEB levels to build the
capacity of the teachers for research competence is the one. Besides, principals and educational
officers at SCEO\AACEB should promote best research works through different means and
must motivate best performers in order to enhance research works at school level.
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Keywords
explore thejc(ctors that hinder action research