The Engagement of Teachers in Action Research at Preparatory Schools: The Case of Bole Sub-City, City Government of Addis Ababa
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Date
2015-01
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Addis Ababa Univerisity
Abstract
The main purpose of the study was to search the current status of teachers’ engagement in
action research in preparatory schools of Bole sub-city in the city of Addis Ababa
government and to assess the present knowledge and skills of preparatory school teachers
concerning action research. To conduct this study, systematic random sampling
techniques was applied. The sample size includes 60 preparatory school teachers from
different subjects of teaching, 6 school principals and 2 woreda education officers.
Quantitative data has been collected concerning the knowledge and engagement of
teachers in action research. Data was analyzed using descriptive statistics and this was
supplemented by synthesis of the interview and document data to validate and triangulate
information from different sources. Though 71.6% of the respondent teachers were
engaged in action research and related activities, the level of their engagement was found
very minimal, i.e., only estimated to 5% of their working time. This indicated that
regardless of its importance in building baseline for the new generation, time given to
action research in both schools is negligible. Moreover, the study indicated that, 94% of
the teachers and 100% of principals confirmed that they had taken action research as a
course during their university or college level education, however, significant number of
the respondents confirmed that the knowledge and skills of teachers in conducting action
research is not sufficient. Lack of research experience, lack of in-service research
training, lack of skills in research methodology, lack of support and encouragement from
the top management, lack of commitment to work collaboratively in conducting research
among teachers and different personal factors were identified among the most important
attributing barriers that hindered teachers’ engagement in action research. In addition to
this, teachers were not given the chance to take part in any short term training like
workshops and seminars. Therefore, it seems to appear that teachers need to have training
and hands-on practices to engage in action research activities so as to possess the
required knowledge and skill to improve the status of current learning process. Teachers’
effort to learn from their own experience and improve their practice in engagement and
doing action research is an important means to teacher empowerment, school
improvement and educational change.
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Education