Practice of Teachers’ Action Research in Secondary Schools of the Central Zone of Tigray

Abstract

The main purpose of this study was to examine Practice of Teachers’ Action Research in Secondary Schools of the Central Zone of Tigray region. The study was conducting in nine government secondary schools which were selected on the basis of stratified and simple random sampling techniques. The subjects of the study were 152 teachers selected from the sample schools by using simple random sampling technique, 23 principals and vice principals and 18 woreda Education Office TDP heads and supervisors using purposive sampling. Information was solicited from the sample respondents through questionnaire from 152 teachers and 23 principals, interview with woreda Education Office TDP heads and supervisors and also through document analysis. A descriptive survey design was employed and statistical tools such as chi-square test, percentage, mean, and grand mean were used for data analysis. The findings of the study revealed that most teachers had inadequate training. The training conducted did not developed teachers’ competences to do action research. About 67.1% of classroom teachers remain uninvolved in action research activities. There were less adequate practices by principals in facilitating conditions for teachers to practice research findings to the staff and to utilize research results to alleviate existing problems of the school and rare availability of resources. The main barriers preventing teachers from practicing action research includes; absence of feedback on action research results (follow-up and recognition) , lack of moral incentive (initiation and recognition), teaching work load, and lack of interest. Teachers working with and for each other on action research activities and collaborate in problem solving around classroom issues were less adequately practiced. And woreda Education Offices at central Zone of Tigray Region were at low position to motivate teachers, provide training and recognize action research work. Based on the above findings it can be concluded that, action research practice in secondary schools of Central Zone was constrained by lack of adequate training. Indeed, the absences of workshops and seminars hinder teachers from experience sharing with their colleagues. As a result teachers did not develop competences to do action research; teachers and school principals were not in line to practice and utilize action research results in their setting; teachers were constrained from practicing action research by time and less availability of resources, and teachers were far away from practicing collegiality. There for, it is recommended that teachers have to be encouraged and supported by training through educational opportunities (like workshops, seminars and conferences), allocate financial resources, critically considering the role of action research during the annual planning and preparation of budget break down, school principals better to have readiness and a clear understanding on how to implement the results of action research and create conditions conducive to teachers to present and share with different stakeholders to enrich the findings, Initiate teachers through incentives and give recognition for their work. And woreda education offices at central Zone of Tigray Region are advisable to motivate teachers provide training and recognize teachers action research work.