Rao, A. Subba (professor)Teka, Alemtsehay2020-11-052023-11-092020-11-052023-11-092011-06http://etd.aau.edu.et/handle/123456789/23029The major purpose of this study was to assess the action research practices of ELT teadlers from the. past to the present (1996 E.C. - ' 2003 E.C.) in CAGPS. The study further aimed to assess factors that hinder ELT teachers to conduct action research and to come up with su ggestions for future improvements of ELT teachers in conducting action research. To achieve these purposes, a qualitative researrn method and a case study research design were employed. The data were collected through interviews, observation and document analysis. The interviews were held wi th nine EL T teachers, the school principal and the expert at the EDO. These parti cipants of the study were selected through purposive sampling. After conducting the interviews, observation was carried out. The researcher observed the internet room, the library, and in and arolmd the offices. The document analysis was also used to assess the documents such as the EL T teachers' personal profiles, letters, and minutes. Finally the data obtained were an alyzed qualitatively on the basis of thei r themes or topics. This study found out that the action research practices of ELT tearners in CAGPS were very low or so limited. The study showed that there was a weak relationship between teaching and action researrn practices. At the same time, the study has established that both the personal and environmental factors considerably hindered the ET.T teache rs in conducting action research. For future improvements of the ELT teachers' engagement in action research, arrangements and provision of trainings on action research, improving school fa cili ties and enhancing the support system, introducing the culture of action research, improving the incentives, and doing action researrn on collaborative basis are the major points suggested by the research participants as the dimensions that need intervention.en-USThe study further aimed to assess factors that hinder ELT teachers to conduct action researchThesis