Factors that Hinder Teachers to Conduct Action Research in Secondary Schools: Guto Gida Woreda in East Wollega Zone in Focus

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Addis Ababa University


The purpose of this study was to investigate factors that hinder teachers to conduct action research in secondary schools of Guto Gida District, East Wollega Zone, Oromia Regional State, Ethiopia. To attain the objective, descriptive survey design was employed. A total of 96 participants were included in the study through simple random sampling technique. Data was collected from the research participants through questionnaire, interview and document analysis. The data collected through the questionnaire was analyzed via descriptive statistics using SPSS version 20. On the other hand, the data collected through interview was transcribed, coded and categorized based on the similar themes that were repeatedly said during the interview. Accordingly, the result of the study showed that the participants of the study held relatively positive and favorable beliefs about doing action research in schools. They believed that doing action research was part of their teaching and learning practices, and it helps them self-reflect on their teaching practices, gain a better understanding of their teaching practices, develop their profession, increase their students’ achievement, and above all it ensures quality of education. However, in spite of their positive beliefs, it was investigated that the teachers did not involve actively in the preparation and execution of action research. The teachers rarely conducted action research to improve their teaching and learning practices. The support given by school principals to teachers was also found to be law. The result of the study also showed that there were various challenges that hindered the effective practice of action research in the secondary schools under the study. These challenges included: absence of financial and material support, being overloaded, lack of motivation of teachers, absence of research culture in the schools, lack of suitable working environment, insufficiency of reference materials, absence of training for teachers, lack of integration among the stakeholders, inadequate evaluation, and above all there was less commitment of school governing bodies regarding the practice of action research in the secondary schools. Therefore, the Ministry of Education should provide schools and teachers with the necessary moral, material and financial supports to do action research in schools. Key Words: Action Research, Beliefs and Factors



Action Research, Beliefs and Factors