The Practice and Challenges in Conducting Action Research: The case

of Sululta Secondary School

Biruk Haile Erba

A thesis submitted to
Institute of Educational Research
Presented in Partial Fulfillment of the Requirements for the Degree of
Master of Arts (Educational Research and Development)

Addis Ababa University

Addis Ababa, Ethiopia
June 2013

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 ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

This is to certify that the thesis prepared by Biruk Haile entitled: The Practice and
Challenges in Conducting Action Research: the Case of Sululta Secondary School and
submitted in partial fulfillment of the requirements for the Degree of Masters of Arts
(Educational Research and Development) compiles with the regulations of the University
and meets the accepted standards with respect to originality and quality.

Signed by the examining committee:

____________________ ________________ ________________

Advisor Signature Date
_______________________ __________________ ____________________
Examiner Signature Date
____________________ ________________ _________________
Examiner Signature Date

Chair of the Department or Graduate of Program Coordinator

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 Abstract

The Practice and Challenges in Conducting Action Research: The case of Sululta
Secondary School.

Biruk Haile
Addis Ababa University, 2013

The main purpose of this study was to investigate the practices and challenges of
conducting action research in Sululta Secondary School and identify the major factors
that hinder/enable teachers in conducting action research. The research method
employed in this study was mixed method approaches (QUAN + qual), which is
embedded in concurrent type of mixed method. Both primary and secondary sources of
data were used. The primary data sources were teachers, principals and town
administration education officers. The school documents were used as a secondary data
source. The questionnaires were pilot tested and administered to 15 teachers. About 97%
of the questionnaires were properly filled and returned. In addition to this, interview,
focus group discussion and document analysis were made to collect the necessary
information. Results obtained were analyzed by using descriptive statistics and
narratives. The results of the study revealed that a) the practices of Sululta Secondary
School teachers in conducting action research were very low, b) the knowledge and skills
of teachers in the study area were sufficient but their involvement in undertaking action
research were insufficient, c) the role of school management in encouraging teachers to
conduct action research were insufficient, d) the major factors that hinder teachers to
conduct action research in the study area are shortages of training, seminars and
workshops regarding research activities, insufficient budget, insufficient reference
materials and library services and etc. e) the major factors that enable some teachers to
conduct action research were their professional commitment to support their teaching
learning process with research. Thus, to alleviate these problems, it was recommended
that the school management in cooperation with town administration education Bureau
and Oromia Regional Education Bureau should arrange the means of improving the
involvements of teachers in conducting action research by allocating adequate budget
and providing an in-service trainings, workshops, seminars and experience sharing
programs regarding research.

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 Acknowledgements

I am greatly indebted to several people who have contributed to the completion of this
study in one way or another. First, I would like to express my sincere gratitude to my
research advisor Dr. Mulu Nega for his invaluable professional assistance, constructive
comments, and unreserved guidance throughout the course of the study.

I would like to thank Addis Ababa University particularly, School of Graduate Studies
for funding to conduct the study. I am grateful to all Sululta Secondary School teachers,
principals and Town Administration Educational Officers for providing me the necessary
information for the study.

Next, my deepest thanks and gratitude goes to my whole families for their financial and
moral support. Without their meaningful assistance it could have been difficult to
accomplish this study. Specially, my heartfelt appreciation goes to my beloved brothers
Kefyalew Haile and Tesfaye Haile and my beloved sister Tiruwork Haile for their
tremendous support and encouragement during the study. Finally, I will never forget to
express my deep thanks for Zewde Bayou, IER colleagues particularly, Mohammed
Gezmu, Birhanu Yayo and Hagos Araya for their favors and endless support they provide
me during this study.

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 Dedication

This study is dedicated to my beloved father who opened my eyes and let me see today,
Ato Haile Erba who passed away in 1991 in E.C.

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 Table of Contents

Page

List of Figures and Tables.............................................................................................. xi

Acronyms ..................................................................................................................... xii
CHAPTER ONE: INTRODUCTION ...........................................................................1
1.1.Background of the Study ........................................................................................1
1.2. Statement of the Problem ......................................................................................4
1.3. Objectives of the Study .........................................................................................5
1.4. Significance of the Study .......................................................................................6
1.5. Delimitation of the Study ......................................................................................6
1.6. Limitations of the Study ........................................................................................6
1.7. Operational Definitions of key terms .....................................................................7
1.8. Organization of the Study ......................................................................................7
CHAPTER TWO: REVIEW OF RELATED LITERATURE ....................................8
2.1. The Concept and Definitions of Action Research ..................................................8
2.2. Rationales for Doing Action Research ................................................................. 10
2.2.1 Action Research Focus on school issue, problem, or area of collective interest
............................................................................................................................... 12
2.2.2 Action Research is a Form of Teacher Professional Development .................. 13
2.2.3 Collegial Interaction ...................................................................................... 14
2.2.4 Potential to Impact School ............................................................................. 14
2.2.5 Reflect on Own Practice................................................................................. 15
2.2.6 Improved Communication.............................................................................. 15
2.3. Characteristics of Action Research ...................................................................... 16
2.3.1 Action research is situational (on-the-spot procedure) .................................... 16
2.3.2 Collaborative action research ......................................................................... 17
2.3.3 Action research is cyclic ................................................................................ 18
2.3.4 Participatory action research .......................................................................... 18
2.3.5 Self-evaluative (flexibility and adaptability) ................................................... 19
2.3.6 Action research is chiefly qualitative .............................................................. 19

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 2.3.7 Action research is relaxed view of scientific approach ................................... 20
2.4. Types of Action Research.................................................................................... 20
2.4.1 Traditional Action Research........................................................................... 20
2.4.2 Contextual Action Research. .......................................................................... 21
2.4.3 Radical Action Research ................................................................................ 21
2.4.4 Educational Action Research ......................................................................... 21
2.5. Processes of Action Research .............................................................................. 22
2.6. Teachers Perception towards Action Research ..................................................... 24
2.7. The Role of Action Research ............................................................................... 25
2.8. Constraints to do Action Research ....................................................................... 27
2.9. Conceptual Model of the Study ........................................................................... 29
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ................... 31
3.1. Study Design ....................................................................................................... 31
3.2. Subjects /Participants/ ......................................................................................... 31
3.3. Data Collection instruments................................................................................. 31
3.3.1. Questionnaire ................................................................................................ 32
3.3.2. Interview ...................................................................................................... 32
3.3.3. Focus group discussion ................................................................................. 33
3.3.4. Document analysis ........................................................................................ 33
3.4. Validity and Reliability of the Instruments .......................................................... 33
3.5. Procedures of Data Collection ............................................................................. 34
3.6. Methods of Data Analysis ................................................................................... 35
CHAPTER FOUR: PRESENTATION, ANALYSIS AND INTERPRETATION .... 37
4.1. General Characteristics of Respondents ............................................................... 37
4.2. The Status of Action Research ............................................................................. 38
4.3. The Perceptions of Teachers towards Undertaking Action Research .................... 40
4.4. The Levels of Principal Encouragement to Teachers ............................................ 43
4.5. The Major Factors that Hinder Teachers in Undertaking Action Research ........... 46
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . 54
5.1. Summary ............................................................................................................. 54
5.2. Conclusions ......................................................................................................... 57

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 5.3. Recommendations ............................................................................................... 58
References .................................................................................................................... 60
Appendices ................................................................................................................... 65

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 List of Figures and Tables
Page

Figure 1. Conceptual model of the study.30

Table1. Summary of respondents background...37

Table 2 Summary of teachers response on the status of action research .38

Table 3 Summary of teachers perceptions towards action research.41

Table 4 Summary of teachers responses on principals encouragement in undertaking

action research .........44

Table 5 Summary of teachers responses on factors that hinder or enable teachers in

undertaking action research..46

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 Acronyms

AcR- Action Research

AED- Academy for Educational Development

ETP- Education and Training Policy

FGD- Focus Group Discussion

IER- Institute of Educational Research

MOE- Ministry of Education

PAR- Participatory Action Research

qual- qualitative

Quan- Quantitative

SSS- Sululta Secondary School

SPSS- Statistical Package for Social Science

TGE- Transitional Government of Ethiopia

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 CHAPTER ONE

INTRODUCTION

This chapter presents the background of the study, statement of the problem, basic
research questions of the study, objectives of the study, significance of the study,
delimitations of the study, limitations of the study, operational definitions of terms and
organization of the study.

1.1. Background of the Study

Research is about generating new understanding and solves the actual problems in a
given areas. Action research is one of the systematic methods of research in solving
problems or making practice better. It aims at immediate application of theory and placed
its emphasis on the solution of a problem in a local setting. Kemmis and McTaggart
(1988) indicated that action research is deliberate, solution-oriented investigation that is
group or personally owned and conducted. It is characterized by spiraling cycles of
problem identification, systematic data collection, data-driven action taken, analysis and
reflection, and finally problem redefinition. The linking of the terms "action" and
"research" highlights the essential features of this method: trying out ideas in practice as a
means of increasing knowledge about or improving curriculum, teaching, and learning.

Additionally, action research allows teachers the opportunities to identify changes they
need to make in their teaching practices by providing them with the framework to build
their own classroom projects. In many cases, when teachers design their own action
research projects, they use a systematic approach to determine answers to instructional
questions. This type of implemented professional development is powerful because, it is
ongoing, interactive, and systemic.

In line with the above ideas Ferrence (2000) indicated that action research is carried out
within the context of the teacher's environment; with students, at the school where the
teacher works, on questions that deal with educational matters at hand. In conducting
action research teachers begin a cycle of posing questions, gathering baseline data,

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reflection and a determining course of action or intervention, followed up by critical
evaluation of effectiveness. A teacher may work alone or with other teachers to
collaborate on a problem, with a goal of improving their own skills, techniques and
strategies, and student learning. Action Research is not necessarily about understanding
why we do things, but more about how we can do things better and changing instructions
impact on student learning. It is done by the teacher with the intent that the research will
inform and change his or her practices in the future.

Action Research is also an approach to professional development in which teachers

systematically reflect on their work and make changes in their practice. Critically looking
at one's own methods promotes self reflection and self evaluation and may challenge
preconceived beliefs about best practices. This is especially powerful when combined
with data or evidence directly associated with the activity being investigated. Professional
growth occurs when practitioners permit prior practice to be evaluated, providing
opportunity for adopting new and more effective strategies.

Furthermore, action research provides a chance to practitioners to evaluate themselves in

schools in an informal manner. It is conducted to investigate what effects their teaching
have on students learning, how they could work better with teachers, and how can they
work to change the whole school for the better.

In line with the above ideas, Johnson (1995) noted that by doing their own action
research, teachers may gain a better perspective into their own teaching and students'
learning because the changes made in instruction are based on a teachers own research.
Therefore, action research allows teachers the opportunity to shape and refine their own
teaching and to build on their own successes. To this end, action research can improve
the teaching and learning process by reinforcing, modifying, or changing perceptions
based on both formal and informal data and non-systematic observations. Teachers who
participate in action research effectively promote their own personal growth, improve on
practices that enhance student learning, and help advance the teaching profession.

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Supporting the above ideas, scholars such as Carr & Kemmis, and Brown & Jones (2001)
cited in Daniel and Firdissa (2009) indicated that action research is a form of
collaborative or self-reflective enquiry undertaken by participants (teachers, students and
directors) in social situations in order to improve the rationality and justice of their own
social or educational practice, their understanding of these practices and the situations or
institutions in which the practices are carried out.

Additionally, according to Koshy (2005), action research is a powerful and useful model
for practitioner research because: research can be set within a specific context or
situation; researchers can be participants they dont have to be distant and detached
from the situation; action research involves continuous evaluation and modifications can
be made as the project progresses; there are opportunities for theory to emerge from the
research rather than always follow a previously formulated theory; the study can lead to
open-ended outcomes; through action research, the researcher can bring a story to life.

Action research helps researchers to improve quality of action in their activities of

teaching and learning process. At the same time, it encourages the practitioner to
undertake inquiry in a systematic manner to bring improvement in the quality of their
performance and improve the quality of school as well.

Moreover, Hopkins (2002) indicated that the purpose of carrying out action research as
follows. He maintains that when teachers are engaged in classroom research, they can be
said to be engaged in educational theorizing, because they are reflecting systematically
and critically on practice.

In line with the above ideas, the Ethiopian Education Policy directives emphatically
stressed the importance of action research at school and classroom levels. According to
the policy documents, teachers at all levels are required to engage in action research
activities. More specifically, as part of the teaching-learning processes, school teachers
are expected to conduct action research practically to support and strengthen the
teaching- learning process (MOE, 2002).

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Therefore, in the light of such new improvement that encourage the culture of problem
solving in the school by conducting action research, it is very essential to study the
current practices and challenges in the context of secondary schools.

1.2. Statement of the Problem

As specifically indicated so far, research literature shows that action research can be
conducted to improve the practices of teaching and learning process, the practitioners or
teachers and to improve the practice of the school. Action research is to study a real
school situation with a view to improve the quality of actions and results in it.

In line with this, the Ethiopian Education and Training Policy has expressed the
importance of research and related competencies such as problem solving, creative
thinking and all rounded personality development of citizens. The ETP (TGE, 1994)
indicated that emphasis is given to appropriately integrate education, training and
research with development. It also emphasized the need to integrate and coordinate
teaching with research and development. According to ETP any improvement and change
in evaluation techniques, method of teaching and curriculum shall be assisted with
research activities. Moreover, the policy underlines that education can be promoted and
be in a better standard when it is supported by research (TGE, 1994).

AED (2006) also indicated that school teachers, apart from their responsibility of
teaching are expected to conduct action research in order to solve the day-to-day practical
problems of education. This is a professional requirement for all teachers at all levels.

However, studies show that there is still problem of teachers involvement in conducting
action research. For instance, Yibeltal (2007) noted that teachers who are the key role
players in education are distant themselves from involvement in action research.

Similarly, in a study conducted in Oromia Region Kibre (2009) cited in

Yohannes (2011) found that:

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 The gap between teachers involvement in conducting educational research
activity was hindered due to some factors such as lack of suitable strategies
for educational research undertaking and implementation; lack of research
facilities, incentives and research findings; as well as organized research
dissemination mechanism; and adequate educational professional research
who carryout quality research in education. (P.3)

As a school teacher, the researcher experienced the problems related with conducting
action research though there are no empirical evidences or previous studies that
demonstrate the gap between what is expected and the actual involvement of teachers in
action research particularly in Sululta Secondary School. Therefore, the researcher
believes that it is necessary to examine the extent of teachers involvement in action
research. In addition, the study tried to identify the major factors which may hinder or
enable the proper implementations of action research in Sululta Secondary School. To
this end the study is designed to answer the following basic research questions:-

1. What is the status of action research in Sululta Secondary School?

2. What is the perception and actual involvement of teachers in action
research?
3. Does the school management support teachers in conducting action
research?
4. Do the teachers in Sululta Secondary School have the necessary
knowledge and skill to conduct action research?
5. What are the major factors that either hinder or enable the practice of
action research in Sululta Secondary School?
6. What can be done to improve the current condition concerning the
practice of action research in Sululta Secondary School?

1.3. Objectives of the Study

The main objective of the study is to investigate the practices and challenges in
conducting action research in Sululta Secondary School. More specifically, the study is
intended to:

assess the status of action research in Sululta Secondary School.

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 identify the extent of teachers engagement in action research.
assess the support of school management to teachers in conducting action
research
examine the perceptions of teachers towards action research.
identify the major factors that either hinder or enable teachers to conduct action
research

1.4. Significance of the Study

The study aimed to investigate the levels of teachers engagement in action research and
try to identify factors that hinder/enable teachers in conducting action research.
Therefore, the study is significant to:

provide information about the status of action research in Sululta Secondary

School to all educational stakeholders of the Town and the Region.
extend teachers awareness about the importance of action research.
provide possible recommendations: hence, school principals and Town
Administration Education Officers may develop different strategies in order to
raise the involvement of teachers in action research.

1.5. Delimitation of the Study

The purpose of this study is to examine the practice and challenges in conducting action
research in Sululta Secondary School. Accordingly, the temporal aspect of the study was
from 2001-2005 E.C. In addition, the study focused on the status of action research,
teachers perception towards action research, the knowledge and skills of teachers in
undertaking action research and the major factors that hinder or enable teachers in
conducting action research.

1.6. Limitations of the Study

This research was not without limitations because of some obstacles. Accordingly, it is
difficult to generalize the findings of the study to other Secondary Schools since it is

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conducted in one Secondary School. In addition, though different strategies were
employed in order to minimize the responses bias, the situational impact or social bias
could have led teachers, principals and Town Administration Education Bureau
participants to respond in a manner different from their true feelings. In spite of these
limitations, the researcher has made every possible effort to overcome the limitations and
complete the study successfully.

1.7. Operational Definitions of key terms

Action research:- is the process in which practitioners study their problems

systematically and scientifically in order to guide, correct and evaluate their
decisions and actions.

Challenge:- constraints that inhibit teachers practitioners from caring out action
research.

Practice:- the actual participation of teachers in research activities practically in

secondary school

1.8. Organization of the Study

The study is divided into five chapters. The first chapter presents the introduction which
encompasses: background of the study, statement of the problem, objective of the study,
significance of the study, delimitation of the study, limitation of the study and operational
definition of the terms. The second chapter deals with the review of related literature. The
third chapter deals with methodology and procedures of the study. The fourth chapter
deals with data analysis, discussion and interpretation. The last chapter provides
summary of the findings, conclusions and recommendations.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter highlights the different concepts and definitions of action research,
rationales for doing action research, characteristics of action research, types of action
research, processes of action research, teachers perception towards action research, the
role of action research, the constraints to do action research and conceptual model of the
study.

2.1. The Concept and Definitions of Action Research

Action research is known by many other names, including participatory action research,
collaborative inquiry, emancipatory research, action learning, reflection on practice,
exploratory teaching, teacher self evaluation, teacher research, self understanding,
analysis of practice, practitioner research, reflective teaching movement and a model of
reflection on practice, and contextual action research. Daniel and Firdissa (2009) noted
that even though the usage of the term action research varies with time, place and
setting, many of its meanings focus on the enhancement of classroom practice.

Furthermore, Daniel and Firdissa (2009) indicated that the term action research has begun
to be conceived as a practical way of looking at ones own work; that is, as one would
like it to be. Practitioners do action research; because it is often referred to as practitioner
based research. Action research involves practitioners in thinking about and reflecting on
their work. In addition to this, they indicated that action research is a process in which
teachers investigate teaching and learning to improve their own and their students
learning. It is teacher-initiated classroom investigation which seeks teachers
understanding of classroom teaching and learning and to bring change in the classroom
practice.

Moreover, Steele (2007) argues that the most appropriate method to explore how to
improve ones teaching practices and to improve quality learning outcomes for learners
was through action research. Educational action research engages, extends and transforms

8
the self-understandings of practitioners by involving them in the research process.
According to the above ideas, action research is a tool that is used to help teachers and
educators discover strategies to improve teaching practice. It allows teachers to become
the practitioners and provides opportunities for them to be learners by improving
instructional practices.
Additionally, according to Philips (2004) action research is the reflexive process by
which educators systematically study their problems in order to guide, correct and
evaluate their decisions and actions regarding the improvement of teaching and learning
in their individual professional context. It is also a process in which an individual
changes the way of thinking and express his/her ideals through active learning. Also it is
a way of understanding ourselves in our day to day activities seriously in the teaching
learning process.

Kukari and Honan (2010) noted that action research is based on an understanding that
teachers will learn from researching into their own practices more effectively than
learning through other forms of research. They also describe that teachers engage
simultaneously in workplace practice and research practice, through working reflectively
and analytically. The aims of action research in educational contexts are always to
improve teaching practice.

Supporting the above ideas, according to Hewitt and Little (2005), action research is a
continuous and reflective process where educators make instructional decisions in their
classrooms based on student needs reflected by classroom data. Within the action
research process, educators study student learning related to their own teaching. It is a
process that allows educators to learn about their own instructional practices and to
continue to monitor improved student learning.

Similarly, Borgia and Schuler (1996) defines action research as a process, one in which
teachers systematically reflect on their practice and make changes to their instruction
based on careful analysis of student results. This is to mean that action research is a form
of self-reflective inquiry undertaken by participants in educational setting for the purpose
of understanding their practice and solve immediate problematic situation.

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Moreover, Mills (2003) defines action research as it is any systematic inquiry conducted
by teacher researchers, administrators and other stakeholders to gather information about
the ways that their particular school operates how they teach and how well their students
learn. The information is gathered with the goals of gaining insight, developing reflective
practice, effecting positive changes in the school environment and on educational
practices in general, and improving student outcomes. This implies that action research is
conducted by teachers, for teachers and other stakeholders as well as it is small scale,
contextualized, localized, and aimed at discovering, developing, or monitoring changes to
practice.

On the other hand, Carr and Kemmis (1986) noted that action research is a form self-
reflective enquiry undertaken by participants, teachers, students, parents in order to
improve the rationality and justice of their own social or educational practices; their
understanding of these practices; and the situations where these practices are carried out.
From this point of view, it is possible to understand that in any activities of action
research every stakeholders of the school could participate to enhance teaching learning
process.

Generally, all the above concepts and definitions have got one point in common in that all
of them take action research as a systematic method designed either for improving or
changing ones practice. Furthermore, in all above definitions of action research, the one
purpose they have in commons is that improving teaching learning process by solving
problems practically and developing the practice of it. Moreover, it is a process in which
teachers systematically investigate instructional practices and techniques in order to
improve their teaching.

2.2. Rationales for Doing Action Research

There are a number of educational arguments to justify why teachers do action research.
The arguments provide a very strong rationale for teacher research with the central theme
of the key role that teachers can play in the promotion of teaching as a professional

10
enterprise. Vester cited in Daniel and Firdissa (2009) noted that seven points in an
attempt to answer the question: why should teachers do action research?

To help them notice what they and their students really do, rather than what they
think they do;
To get feedback as to the success or failure of what they are doing;
To help them tailor teaching and learning to their learners and their settings;
To enable them justify the teaching and learning choices they make;
To increase their knowledge of learning and teaching and become authorities on
teaching;
To become less dependent on decisions made by people who are far away from
their learning and teaching sites, people like textbook writers and school
administrators; and
To ensure that they dont become bored with teaching. (2009:15)

To sum up, all these things help teachers to create a supportive environment for students
learning; where by improving the quality of education. Therefore, the researcher believes
that action research may be help teachers to examine and build up their classroom
practices, develop understanding of their teaching and their students learning.

According to Noffke (1997) there are three different motivations for educators who
conduct action research. Firstly, there is the motivation to better understand and improve
ones practice and/or the contexts in which one works. Secondly, the motivation to
produce knowledge that will be useful to other educators. Finally, there is the motivation
to contribute to greater equity and democracy. All educators who conduct action research
are interested in improving their own practice. In addition, some of these are also
interested in sharing their learning with others and/or in contribution to social
reconstruction.

On the other hand, scholars such as Gilles, Wilson, and Elias (2010) indicated that action
research empowered teachers to examine their own beliefs, explore their own
understandings of practice, foster critical reflection, and develop decision making

11
capabilities that enhanced their teaching and enabled them to assume control over their
respective situation in the classroom. According to Gilles et al. (2010), action research
strengthened a professional learning community because it placed emphasis on student
learning and collaboration and reflection on pedagogical practices among teachers.

In addition, according to Ferrance (2000), action research can be worthwhile pursuit for
educators for five reasons. These are; focus on school issues, form of teacher professional
development, collegial interaction, potential to impact school change, reflection on own
practice and improved communication. The author further tried to elaborate each of the
benefits as follows:

2.2.1 Action Research Focus on school issue, problem, or area of collective

interest

Action Research focuses on issues that are specific and personal to teachers in their own
classrooms and schools, with the primary goal of development of the teacher and
effective teaching practices. The classroom-based focus has brought about school reform
and individual focus that gives teachers vested interest in the research and the change it
can bring in their classrooms.
Research done with the teachers students, in a setting with which the teacher is familiar
helps to confer relevance and validity to a disciplined study. Often academic research is
seen as disconnected from the daily lives of educators. While this might not always be
true, it can be very helpful to teachers to pick up threads suggested in academic circle and
weave them into their own classroom. It is also comforting for parents, or education
administrators outside of the school, to know that a teacher is not just blindly following
what the latest study seems to suggest, but is transforming the knowledge into something
meaningful.
It is refers to the conditions under which action research is conducted. For instance,
educators conduct action research alone as individuals, as part of small collaborative
groups or in school faculty groups involving everyone in a particular school. When
research is done in the context of a group, the groups have varied according to their size,
the basis for their formation, and whether they have an external facilitator or not.

12
Additionally, action research placed its emphasis on the solution of a problem here and
now in a local setting. It is concerned with the real problem faced by the practitioners,
followed by attempts made to find solutions of the problems.

2.2.2 Action Research is a Form of Teacher Professional Development

Action Research is intended to provide teachers a professional development opportunity

to investigate one or more problem areas related to student learning, research and learn
about best practices associated with the issue, implement proposed solutions,
interventions or innovations, and evaluate their effectiveness.
On the other hand, research and reflection allow teachers to grow and gain confidence in
their work. Action research projects influence thinking skills, sense of efficiency,
willingness to share and communicate, and attitudes towards the process of change.
Through action research, teachers learn about themselves, their students, their colleagues,
and can determine ways to continually improve. Additionally, according to Sadruddin
(2012), action research is an effective plan for the professional development of teachers.
It helps practitioners to improve their teaching skills.
Moreover, Kukari and Honan (2010) noted that teacher professional development is
strengthened by the view that in order to improve teacher quality, teachers should be
required to upgrade their teacher education qualifications through in-service programs
offered by teachers colleges and universities, including attending in-service activities and
conducting action research at school and classroom levels.
Similarly, Sukmayadi et al. (2011) indicated that the most important aspect of action
research is that the process enhances teachers professional development through the
fostering of their capability as professional knowledge makers, rather than simply as
professional knowledge users.
Therefore, the researcher believes that conducting action research can lead teachers to
develop their profession of teaching learning process and improve their knowledge and
skills in undertaking research.

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 2.2.3 Action Research Develop Collegial Interaction

Action research in pairs or by team of teachers allows time to talk with others about
teaching and teaching strategies. By working on these teams, teachers must describe their
own teaching styles and strategies and share their thoughts with others. Through these
discussions with colleagues they develop stronger relationships. As the practice of action
research becomes part of the school culture, we see increased sharing and collaboration
across departments, disciplines, grade levels, and schools. As a team teachers examined
various instructional strategies, learning activities, and curricular materials used in the
classroom.
According to Kemmis (1993), action research offers ways in which people can improve
social life through research on the here and now, but also in relation to wider social
structures and processes - as people whose interconnections constitute the wider webs of
interaction which structure social life in discourses, in work, and in the organizational
and interpersonal relationships in which we recognize relations of power.
Therefore, through these discussions with colleagues they develop stronger relationships.
As the practice of action research becomes part of the school culture, we see increased
sharing and collaboration across departments, disciplines, grade levels, and schools.
Generally, teachers can develop their colleagues interaction by conducting action
research on specific problems at the school or classroom levels so as to improve their
practices.

2.2.4 Action Research Serve as Potential to Impact School

As teachers get into action research, they are more up to look at questions that address
school and district concerns rather than questions that affect the individual teacher. This
process creates new patterns of collegiality, communication and sharing. Contributions to
the body of knowledge about teaching and learning may also result. Development of
priorities for school wide planning and assessment efforts arise from inquiry with
potential to motivate change for improvement sake.

14
 2.2.5 Action Research Uses to Reflect on Own Practice

Opportunities for teachers to evaluate themselves in schools are often few, and usually
happen only in an informal manner. Action research can serve as an opportunity to really
take a look at ones own teaching in a structured manner. While the focus of action
research is usually the students, educators can also investigate what effect their teaching
having on their students, how they could work better with other teachers, or ways of
changing the whole school for the better.

According to Hong and Lawrence (2011), reflection or self-study is a powerful way to

know about the self in research and practice as well as to unpack the very self in teaching
practice. On the other hand, it has been described as a way of thinking about a
problematic situation that needs to be resolved.
Additionally, according to Bell and Aldridge (2011) reflection has been described as a
way of thinking about a problematic situation that needs to be resolved. In this respect,
reflection provides the opportunity for teachers to be aware that a problem exists.

To sum up, one of the most important aspects of this type of research is the action that
practitioners take to change what is happening in their workplaces setting. Also, action
research can be a very powerful tool enabling practitioners not only to solve practical
problems, but also to reflect on their understanding of how to develop practice.

2.2.6 Action Research helps to Improved Communication

Teamwork within the school or district brings individuals together for shared purpose.
This is to mean that educators participated in conducting action research become more
flexible in their thinking and more open to new ideas. On the other hand, they are
positive changes in patterns of collegiality, communication and networking.

Generally, the researcher believes that the reason why teachers do action research is so as
to look at their activities in teaching learning process and strengthen their abilities in
decision making process. In other words, through action research teachers investigate
their own practices and work places in order to make beneficial changes, and
systematically analyze their own teaching and their students performance. Therefore,

15
teachers should be engaged in systematic classroom research based research so as to
improve their practices and their students academic achievements.

2.3. Characteristics of Action Research

Many scholars outline the characteristics of action research based on their views in
different contexts. For instance Mcniff, Lomex and Whitehead (1996); Cohen and
Manion (1994); the International Encyclopedia of Education (1994) and Nunan (1992)
cited in Gebeyew (2007) are amongst those who have presented the detailed features of
action research. From these, Cohen and Manion (1994) have the following to say about
the basic features of action research.

Action research is situational it is concerned with diagnosing a problem in a specific

context and attempting to solve it in that context; it is usually collaborative team
of teachers and practitioners work together it is participatory team members
themselves take part directly or indirectly in implementing the research; and it is self-
evaluative-modifications are continuously evaluated within the ongoing situation, the
ultimate objectives being to improve practice in some way or other. (P.27)

On the other hand, from Carr and Kemmis (1983) definitions, Mc Donough (1997) cited
in Tran Thai Thu Hien (2009) proposes four characteristics of pure action research as it is
participant-driven and reflective, collaborative, that leads to change and the improvement
of practice not just knowledge in itself and context-specific. Action research is usually
implemented in a specific classroom by a particular teacher or group of teachers who
work together or in collaboration with students to pursue a change or improvement in
their teaching and learning issues.

Although many of the scholars mentioned these features in some way in their description
of action research, the definition given by Cohen and Manion (1994) is adopted. These
include its nature of being situational, collaborative, participatory, empirical, cyclical and
relaxed approach to research methods. These features are elaborated as a following:

2.3.1 Action research is situational (on-the-spot procedure)

This is refers to the methods concern of diagnosing a problem encountered in a specific

on the spot situation and attempting to solve it. It is this quality that enables the

16
method to be responsive. It responds to the emergent needs of the situation. This is to
mean that ideally, the step-by-step process is constantly monitored over varying periods
of time and by a variety of mechanisms (questionnaires, diaries, interviews and case
studies, for example) so that the ensuing feedback may be translated into modifications,
adjustment, directional changes, redefinitions, as necessary, so as to bring about lasting
benefit to the ongoing process itself rather than to some future occasion.

Cohen and Manion (1994) consider this feature as the first necessary condition for
conducting action research. The research is conducted to solve immediate problems
encountered in the process of action in a specific situation. Beside, this is the aspect that
primary differentiates the method from the traditional one.

2.3.2 Collaborative action research

Advocators of action research believe that little is done when the effort is made on
individual basis. Teams of researchers and practitioners need to work together with their
diverse experiences that are put together to bring a refined effort. Researchers from
outside of the situation and other personnel collaborate with the main actor; the teacher,
in the endeavor made to improve an educational practice.

On the other hand, Marshal, Willson, de Salas and Mckay (2010) indicated that in
collaborative action research, researchers and practitioners collaborate to improve a
problem situation of concern. The practitioners objective in this collaboration is to learn
about the situation of concern, and to achieve a resolution, or at least an improvement in
that situation, whereas the researchers are interested in utilizing the context to learn and
to develop new knowledge.

Additionally, Ferrence (2000) indicated that collaborative action research may include as
few as two teachers or a group of several teachers and others interested in addressing a
classroom or department issue. This issue may involve one classroom or a common
problem shared by many classrooms. These teachers may be supported by individuals

17
outside of the school, such as a university or community partner. This implies that
collaborative action research is the cooperative research between two or more teachers or
between universities and teachers. They collaborate and influence in changing the
curricular approach, and their main focus is on practical problems of individual teachers
or schools. There is also an increasing interest in collaborative research whereby two or
more practitioners pursue questions or problems of shared interest.

In general, the above descriptions implies that the activities of action research needs
collaboration with all educational stakeholders so as to solve the existing problems in
classroom and school context. Besides, teachers participation and collaboration in doing
action research benefits them in examining their knowledge (understandings, skills and
values) and the ways they interpret themselves and their actions.

2.3.3 Action research is cyclic

Similar steps tend to come back in similar sequences. Each cycle demands a critical
reflection, which in turn helps the researcher plan for the next step. Each cycle involves a
complete process or steps of the research target at tackling a specific problem. Each cycle
begins with planning and ends with reflection. Every cycle has to come out with a
possible solution for specific problem planning, acting, observation and reflections are
the main steps that action research follows.

2.3.4 Participatory action research

According to Kemmis and McTaggart (2000), participatory action research (PAR) is a

process in which all individuals in a group try to get a handle on the ways in which their
knowledge shapes their sense of identity and agency and to reflect critically on how their
current knowledge frames and constraints their action. It engages people in examining
their knowledge (understandings, skills, and values) and interpretive categories (the ways
in which they interpret themselves and their action in the social and material world).

In other words, participatory action research is a method of conducting research that

involves researchers and the constituency of the research as equal partners in all phases of

18
the research and it requires an understanding and respect for the unique perspectives and
resources that each team member brings to the effort.

Similarly, according to Turnbull, Friesen and Ramirez (1998), Participatory action

research is a process whereby the researchers and stakeholders or those who potentially
benefit from research results collaborate in the design and conduct of all phases (e.g.,
specification of questions, design, data collection, data analysis, dissemination, and
utilization) of the research process.

Moreover, Sarri and Sarri (1992) indicated that participatory action research emphasizes
participation and collaboration where researchers and participants are co-learner in the
research change process.

Generally, the researcher believes that participatory action research benefit participants to
collaborate and solve the actual problems they face in classroom or school setting.
Besides, it benefits stakeholders in order to build and develop their knowledge of
investigating solutions to the problem they face in teaching learning process.

2.3.5 Self-evaluative (flexibility and adaptability)

All what are carried out in the research process are continuously and actively evaluated
within the ongoing situation which let the method have the nature of flexibility and
adaptability. Changes are made if necessary both in the implementation and on the
process. Its cyclic nature makes action research self reflective and evaluative.

According to Hong and Lawrence (2011), action research plays an increasingly

significant role in contemporary society as a basis for self-exploration and inquiry in
order to understand their day to day activities of teaching and learning process.

2.3.6 Action research is chiefly qualitative

This is the quality that makes action research more responsive and participatory. Action
research chiefly relies on observation and behavioral data. In most cases it doesnt
involve descriptive statistics. Researchers play with words not with numbers. Data is

19
easily collected, shared, discussed, recorded in some way, evaluated and acted up-on-on
the period of a project and this continuous sequence of events forms the basis of review
of programs.

2.3.7 Action research is relaxed view of scientific approach

Action research is more of interpersonal than methodological. The method doesnt follow
the scientific method strictly. The researcher could possibly use agreed up on procedures
they think effective. For this, it is said to be relaxed for it empowers the participants to
use mutually acceptable ethnical frameworks rather than those imposed form the external.

2.4. Types of Action Research

According to Yasmeen (2008), many researchers have discussed different types of action
research. For instance, Kemmis and McTaggert (1988) describes it as Technical, Practical
(participatory) and Emancipatory. Supporting this, Holter and Schwartz-Barcott (1993)
explained three types of action research: Technical collaborative, mutual collaborative
and enhancement approach. While McKernan (1991) lists three modes of action research
(AcR): Scientific - technical, Practical deliberative and Critical emancipatory. Emily
(1993) describes three other modes: Teacher researcher, Collaborative research and
School-wide action research.

Even though, different scholars classify action research differently based on their
perspectives, almost all modes are more or less interchangeable with its similar basic
objectives. For instance; OBrien (2001) cited in Daniel and Firdissa (2009) indicated
that by the mid-1970s the types of action research can be categorized into four main
streams: traditional, contextual, radical and educational action research. This
categorization can be elaborated as follows:

2.4.1 Traditional Action Research

Traditional action research stemmed from Lewins work within organization and
encompasses the concepts and practices of Field Theory, Group Dynamics, T-Groups,

20
and the Clinical Model. This traditional approach tends toward the conservative,
generally maintaining the status quo regarding organizational power structures.

2.4.2 Contextual Action Research.

Contextual action research which is also sometimes referred to as Action Learning is an

approach derived from Trists work on relations between organizations. It is contextual,
insofar as it entails reconstructing the structural relations among actors in a social
environment. It is domain-based in that it involves all affected stakeholders. It is
holographic, as each participant understands the working of the whole; and it stresses that
participants act as project designers and co-researchers.

On the other hand, according to Zeichner (2007) indicated that contextual action research
refers to the conditions under which action research is conducted. For instance, educators
conduct action research alone as individuals, as part of small collaborative groups or in
school faculty groups involving everyone in a particular school. When research is done in
the context of a group, the groups have varied according to their size, the basis for their
formation, and whether they have an external facilitator or not.

2.4.3 Radical Action Research

The radical stream, which has its roots in Maxian dialectical materialism and the praxis
orientations of Antonio Gramsci, has a strong focus on emancipation and the overcoming
of power imbalances. Participatory Action Research, often found in liberationist
movements and international development circles, and Feminist Action Research both
strive for social transformation via an advocacy process to strengthen peripheral groups
in society.

2.4.4 Educational Action Research

Altrich et al. (1993) indicated that educational action research is primarily concerned
with educational change, which is a process not an event. It is gradual and bottom-up,
responding to development within academic disciplines, the growth of new knowledge,
its classification and organization within specific context. It sees change as an inevitable
and important part of being a professional, calling for learning how to do things in new

21
 ways by morphing the simple philosophical injection those practitioners should see
themselves as other see them.

Additionally, Tripp (2005) noted that educational action research is principally a strategy
for the development of teachers as researchers so that they can use their research to
improve their teaching and thus their students learning, but even within educational
action research distinct varieties have emerged.

2.5. Processes of Action Research

Daniel and Firdissa (2009) noted that action research follows the process of systematic
learning in a practical context so as to make two things clear. First, action is based on
evidence (rather than habit, intuition, or custom and practice). Second, action research
should be directed to a specified problem or focus following cyclical steps each of which
involves reflection, description, analysis and evaluation.

In addition, Johnson (2002) indicated that there are no universal order steps in action
research. You might find yourself skipping steps, rearranging their order, or repeating
some steps more than once. Therefore, the steps of action researches are as follows:

1. Identify a problem or research topic. The first step is to decide what to study. What are
you curious about? What piques your interest? Ask a question, identify a problem or
define an area of interest for exploration. Find something that in trigues you, something
you would really like to examine in depth. In other words, it is deciding to what issue or
topic in the school setting needs to be researched.
2. Set the problem or research topic in a theoretical context. This means doing a review
of the literature. Look in professional journals, books, and web sources to see what others
have found out or have to say about your research topic. Relating your research topic to
current theories gives you more credibility and provides a theoretical context for your
findings. Also, this enables you to link theory and practice by connecting what you find
in the literature to what is happening in your classroom.
You might to take one of the three approaches in doing alternative review. The first
approach is to do the review of the literature before you begin collecting data. Besides

22
 setting your study in theoretical context, the literature might also be used to help
formulate your questions, refine a pedagogical method to be studied or give you ideas for
collecting data. The second approach is to review the literature as you report the data and
make your conclusions. The literature is related to each of your concluding point. The
third approach is not to do a review of the literature at all. Many short action research
projects do not include these elements.
As you can see, you have a certain amount of freedom in organizing your action research
projects. The responsibility is on you; however, to create a credible and coherent report
linking your study to theories and previous research is one way to do this.
3. Make a plan for data collection. In traditional research this is known as methodology.
What data are you going to study? How are you going to collect the data? How often will
you collect data? Action research is not impressionistic. Nor it is a brochure supporting a
particular teaching methodology. Rather, action research is a systematic observation;
therefore, data collection must be focused and the elements of data collection must be
determined before the research begins.
4. Begin to collect and analyze data. After you have identified at least two kinds of data,
you begin the data collection process. As you collect your data, analyze them by looking
for themes, categories or patterns that emerge. This analysis will influence further data
collection by helping you to know what to look for.
5. If necessary, allow the question or problem to change as you collect data. Action
research is dynamic, ever-changing process. As a human you cannot help but be
influenced by the data you collect. It is very common, therefore, to change a particular
teaching strategy, the sources of data, or even the focus of the study as you are collecting
data. This is acceptable as long as you let the reader know what you did and why you did
it. That is, in writing your report takes the reader along with you in all phases of your
action research.
6. Analyze and organize the data. Hopefully you have been analyzing and organizing the
data as you have been collecting them, thus, step 6 should be the final step of an ongoing
process. In analyzing your data, you need to establish how many total things were
recorded, how many categories or kinds of things are in each category. This is a quick
view of analytic induction.

23
7. Report the data. Present the fact or findings. This presentation includes an overview
with detailed descriptions and illustrative samples of important events, activities and
responses or patterns present in the data. In this section of your report you take the role of
journalist or anthropologist by describing what you saw and providing examples that
demonstrate your perceptions.
8. Make your conclusions and recommendations. The next step is to interpret the data or
tell the reader what they mean. Based on the data, what can you conclude? What do you
recommend based on your conclusions? You then answer your research question, provide
answers for a problem, or make suggestions based on your news understanding. Also, as
stated in step 2, some action researchers do a review of literature at this point to set their
conclusions in theoretical context.
9. Create a plan of action. This is where you put the action in action research. Based on
your conclusions and recommendations, what will you do? You create a plan of action.
And as you implement your plan of action, you assess what is happing or how effective it
is; thus the action research cycle continues.

2.6. Teachers Perception towards Action Research

According to Bell (1993), the word research is associated with activities which are
substantially removed from day-to-day life and which are pursued by outstanding gifted
persons with unusual level of commitment. However, teaching learning process needs to
integrate with research conducted at the classroom level, most people think research as
something that can be undertaken only by naturally gifted persons as it is believed by
scholars.

Beasley and Riodson (1981) cited in Gebeyew (2007) indicted that teachers and students
rarely participate in doing action research; hence, teachers knowledge of the classroom
has been neglected, teachers themselves do not read and employ action research to shape
and inform their methods of teaching. Moreover they argued that teachers are suspicious
of the relevance of action research and little has been known how teachers perceive and
undertaken action research.

24
Additionally, the majority of teachers perceived research activity as carried out by the
researchers from other fields. In line with this, Nunan (1992) indicated that most teachers
do not undertake action research due to constraints such as shortage of time, lack of
research background and lack of experience. Therefore, the attitudes of teachers in
conducting action research is failed because of they are unable to conduct due to personal
problems.

Even though, action research plays a great role in improving teachers practice in research
activities, provide solutions their face in teaching learning process and use students
learning, teachers are not participated in conducting action research because of above
mentioned problems.

2.7. The Role of Action Research

Action research is likely to improve teaching learning process, contributes to teachers

professional development, and increases the levels of teachers participation in
cooperative working with and for those affected by the problems. And also teachers of
every school levels has to know their ways of teaching and their students learning in the
classroom in order to reduce the problem that influence students on their achievements.

In line with this, Demircioglu (2008) noted that through action research activities,
participants aim to examine their own educational practice and their work place
systematically and carefully so as to make beneficial changes, and systematically analyze
their own teaching and their students performance.
According to Ferrence (2000), action research is used for various purposes: school based
curriculum development, professional development, systems planning, school
restructuring, and as an evaluative tool. Action research is a more practical and user-
friendly than research defined in traditional senses.
Additionally, action research is conducted for one main purpose: to improve teaching and
learning. Action research is expected to facilitate learning process, disseminate the results
of the research and contribute to teachers to participate in the way that partners are
working with and for those affected by the problems for the way in which the problem is
tackled. The teachers also as an action researcher should understand the nature and level

25
of students so as to maintain the necessary balance between the external causes that affect
structure and control by affecting students freedom to be autonomous in their learning
activities.
Moreover, according to Sukmayadi (2011) the aim of an action researcher is to bring
about development in his or her practice by analyzing existing practice and identifying
elements for change. The process is founded on the gathering of evidence on which to
make informed rather than intuitive judgments and decisions. Perhaps the most important
aspect of action research is that the process enhances teachers professional development
through the fostering of their capability as professional knowledge makers, rather than
simply as professional knowledge users.

In order to achieve the intended curriculum objectives, every stakeholders of the schools;
principals, teachers, supervisors are expected to conduct action research for the sake of
solving problems in their day to day activities practically. In line with this, Hopkins
(2003) noted that when the curriculum is being applied, teachers will gain knowledge
about the effects of their practice and thus making the school as follows:

Possible and attractive as a centre of research;

Increase the bondage and interaction among staff members;
Reduce a belief which is often articulated that it is only trained and qualified staff
but not the practitioners do educational research;
Bring about changes in principles or teachers professional skills and roles;
Increase feeling of self-worth and confidence; increase awareness about
classroom issues;
Serves as a means of in-service training and
Thereby equipping teachers and principals with new skills and methods and
sharpening their analytical power and heightening their self awareness.

From the above ideas, it is possible to understand that action research plays a great role in
solving teachers, students and school related problems practically and improving the
practices of teachers in conducting educational action research so as to provide good
teaching and learning environments. Additionally, it is significant to develop teachers

26
competencies in solving problem they face in their day to day activities in the classroom
particularly and school as the whole.

Furthermore, action research is helpful in improving the professional experience of

teachers, and administrators. It gives every educator a chance to improve the practices in
classroom and schools, which ultimately will improve the quality of teaching and
learning. It leads towards positive quality improvement in the education system.

2.8. Constraints to do Action Research

Conducting action researches are the most important activities to bring changes and
improvements in teaching learning process. However, it is expected while conducting it,
constraints become difficulty for teacher practitioners so as to perform things easily. For
instance, from the constraints that affect those teachers in conducting action research,
problem related with lack of in-service training, lack of knowledge and skills, lack of
attitude and interest, shortage of materials or resources and financial problems plays a
great role in affecting teacher practitioners in schools.

In line with this, different research result reported that research knowledge and skills of
secondary school teacher was found insignificance Ashenafi (2007) and Gebeyew (2007).
Similarly, the report exposed that teachers do not understand the ways of conducting
action research and the interest to practice in the process which is extremely influence the
involvement of teachers in research activities.

Additionally, Mc kerman (1996) and Seyoum (1998) cited in Dereje (2011) indicated that
there are many factors that hinder secondary school teacher in conducting action research
at school or classroom level. Among these constraints, institutional and other teacher
related problems could be mentioned. School organizational features, lack of time and
lack of resources are of the school related problems.

Similarly, Dame (2011) found that time pressure due to teaching and administrative work
load, lack of teacher professional development standards, inadequate support systems,
lack of commitment on the teacher educators, lack of adequate resource, inadequate

27
awareness about action research, and inadequate incentives available for teacher-
researchers as the most severe constraints that faced the teacher educators to properly
undertake action research in his study areas.

Additionally, Yohannis (2011) indicated that lack of sufficient research skills, lack of
resource materials, and support from educational systems as a serious problem that hinder
secondary school teachers not to involve in educational research activities. On the other
hand, Watson and Maddison (2005) cited in Daniel and Firdissa (2009) indicated that
many of the constraints are attributable to the contexts in which teachers work. The
contexts in which teachers work have an important influence on teaching. Different
teaching setting involves teachers in kinds of different roles. Consequently, some
constraints are rooted in the cause/effect of current weaknesses in the context of
institutional self-study. Constraints can be grouped under the headings of; People
(dissatisfaction, resistance, insufficient training and limited opportunity and time to
practice), System (mismatch between internal and external need, lack of clear
roles/responsibilities), Materials, data-related problems such as incomplete and
inconsistent information and Resource (competing demands on time, full market analysis
which is costly).

Similarly, Burns (1999) classified constraints of teachers in conducting action research

into three: as lack of time, lack of resources, school organizational features and
inadequacies of research skills are the most frequently ranked research constraints among
participants.

On the other hand, Johnson (2011) noted that five challenges of conducting action
research that some educators face in schools.

1. Time is the biggest concern because the researcher must find the time to develop a plan
of action and then move through the action research steps. It is important to remember
that an action research project should not be considered an add-on to what is already
being done in schools. Instead, it should be an integral part of what takes place every day
in schools.

28
2. Lack of resources can also be a challenge when planning action research. The
researcher needs to be innovative, optimistic and dedicated to overcome this challenge.

3. Difficulty of formulating the research question is a challenge that researchers face in

the early stages of action research.

4. Resistance to change can impact any action research project. Support from school and
school district personnel is fundamental for the researcher. It may be important to
emphasize how conducting action research will benefit the professional practice of the
researcher, school, students, teachers, and the district.

5. Ethical considerations must be taken into account. Most action research projects
involve human subjects therefore the district, parents, teachers, and students must be fully
aware of the goals and the expectations of the research.

To sum up, even though constraints are classified differently according to different
scholars, they affect negatively the involvement of teachers in conducting action research
in the context where they are working.

2.9. Conceptual Model of the Study

The conceptual model below in Figure 1 was developed after reviewing literatures in the
area of action research. In order to conduct action research, it is crucial to have interest in
the part of teachers, adequate knowledge and skill, budget (time, financial and other
resources) and context (availability of trainings, principals support, Town Education
officers involvement). In this context interest is defined as the feeling that teachers have
when they want to perform or undertake action research. It is also the major motivating
force to carry out action research activities.

In addition, so as to perform any activity, it is quiet necessary to have the overall

knowledge about the activity to complete it very well. Because knowledge is the
understanding or acquaintance that an individuals gain through learning or experience.
On the other hand, even though the knowledge of any activity is very important, it is
necessary to have the skills in order to accomplish a desired activity successfully. Skill is

29
the ability to carry out something effectively. Therefore, teachers are required to have
knowledge and skills to engage in doing action research activity.

In addition to the above ideas, adequate budget, time and other resources like up to dated
reference materials with sufficient library service plays an important role in undertaking
research activity successfully and efficiently. Hence, in order to undertake action research
and solve the actual teaching learning problems, teachers needs adequate budget and
time.

Generally, the absence of one of these factors is believed to retard teachers actual
involvement in action research and the status of action research in a given context.

Knowledge and
Skill
Interest

Action
Research

Budget & Context

other Training
School principals
resources Woreda officials

Figure 1: Conceptual model of the study

30
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

This chapter deals with the study design, methods, subjects/participants, data collection
instruments, validity and reliabilities of the questionnaires, procedures of data collection
and procedures of data analysis.

3.1. Study Design

In this study, a mixed method approach (QUAN+ qual) embedded concurrent design was
used. According to Creswel (2009), the concurrent embedded strategy of mixed methods
can be identified by its uses of one data collection phase, during which both quantitative
and qualitative data are collected simultaneously. Additionally, the approach has a
primary method that guides the project and a secondary data base that provides a
supporting role in the procedures. Therefore, in this study, the qualitative results were
embedded or nested to the quantitative results.

3.2. Subjects /Participants/

The participants in the study include all teachers of Sululta Secondary School. Since the
total number of teachers was 34 and that is manageable, the researcher used all teachers
of Sululta Secondary School. Additionally, the school principal and deputy principal,
Town Administration Education Officer (head) and one supervisor were included as
primary source of data. Moreover, to triangulate the data, the researcher also used
document mining as a secondary source of data.

3.3. Data Collection instruments

In order to achieve the objectives of the study, data collection instruments such as
questionnaire, semi structured interview, focus group discussion and document analysis
were employed.

31
 3.3.1. Questionnaire

Questionnaire is widely used in educational research to obtain information about certain

conditions and practices to inquire into opinions and attitudes of individuals and groups.
According to Best and Khan (1993), questionnaire enables to secure factual information
about opinions and views and also appropriate instrument to obtain a variety of opinions
with a relatively short period of time.

Therefore, it was developed after intensive review of related literatures for research topic.
Both closed-ended and open-ended questionnaires were employed in this study. Most of
the questionnaire was closed ended, while some questionnaire items were open-ended in
order to give a chance for respondents to express their views, ideas and opinions using
their own words. The first eight items were yes/no questions with supported in open
ended items to investigate the practice of action research in the study area. The second
eight closed ended items were prepared in five likert scales valued: strongly disagree (1),
disagree (2), undecided (3), agree (4) and strongly agree (5) to explore teachers
views/opinions regarding action research. The next six closed ended items were prepared
in five likert scale to investigate the levels of the school principals encouragement to
teachers in order to undertake action research. The other part of the questionnaire consists
of fourteen closed ended items to investigate the factors that hinder/enable teachers in
undertaking action research. The last part of the questionnaires consists of two open
ended items to assess the major factors that hinder/enable teachers and the means of
improving the current conditions in conducting action research in Sululta Secondary
School.

Then, the questionnaire was administered to all teachers of Sululta Secondary School.
From the questionnaires administered to all Sululta Secondary School teachers, 33 (97%)
was returned but 1 (3%) questionnaire were not returned to the researcher.

3.3.2. Interview

Marczyk, DeMatteo and Festinger (2005) noted that interviews are a relatively common
ways of collecting data in research. Similarly, Burns (1999) noted that the strength of

32
semi-structured interviews tends to be one of the most favored by educational researchers
as it allows respondents to express themselves at some length, but offers enough shape to
prevent aimless rambling and help researchers to get themes and topics which may not
have been anticipated while designing the interview.

Therefore, so as to get additional information and strengthen the data obtained via
questionnaires, the researcher administered semi-structured interview to school principal,
deputy principal, town administration education officer (head) and supervisor regarding
the practices of action research and the factors that affect teachers not to undertake action
research in the study areas.

3.3.3. Focus group discussion

Lindlof and Tayler (2002) noted that group discussion produces data insights that would
be less accessible without interaction found in a group setting-listening to others
verbalized experiences stimulates memories, ideas and experiences in participants.

Additionally, focus group discussion helps to understand issues and reach consensus with
participants through discussion. It serves as a means of the validating statements and
views. Hence, the researcher was employed this instrument to gather information from
eight department heads of school teachers in order to identify the practices, attitudes and
factors that hinder/enable teachers towards conducting action research.

3.3.4. Document analysis

Lincoln and Guba (1985) supports that the use of document analysis readily available and
stable sources of data. Therefore, in order to see the levels of action research conducted
in the study area, the researcher consulted and examined the documents such as numbers
of conducted action research, by department members.

3.4. Validity and Reliability of the Instruments

The researcher validated the instruments that were developed for data collection at first
started with wide-ranging of review of the literature. Then, the researcher invited two

33
colleagues and two teachers who are teaching at different universities so as to sift out
unclear items and correct items with ambiguities. Depending up on the comments and
criticisms on the strength and weaknesses of the items gained from the above people, the
researcher made modifications and submitted to the advisor. Then, the advisor also
evaluated and commented on the items with weaknesses of concepts and grammatical
errors.

Subsequently, the instrument was tried out in small-scale study by using 15 teachers at
Chancho Abba Geda Secondary School which is 17 km far away from Sululta Town
approximately. Because, piloting the instrument is very important in order to filter out
ambiguous items and concepts. It is also one of the best mechanisms of improving the
items for data collection procedures.

The total number of participants in the small-scale study was 15 teachers. After the
questionnaire was administered to them, some participants were asked for criticisms.
Hence, modification was made on seven items (three of them were from opinion items
and the rest were from factors that hinder or enable teachers in undertaking action
research). Finally, one item was rejected from perception instruments because of its
similarities with other items. Out of 32 items administered for pilot testing, 31 items were
selected based on their reliabilities.

The total reliability of the instruments was tested by cronbachs alpha method by using
SPSS software 19 version and the computed reliability of the instrument was 0.778.
Thus, the instrument was found valuable to collect the data for the main study (Yalew,
2005).

3.5. Procedures of Data Collection

In order to obtain adequate data on the practice and challenges in conducting action
research, the investigator used questionnaire, interview, focus group discussion and
document analysis. The first step towards collecting the necessary data was making face
to face contacts with school principals in order to introduce the purpose of investigation
and facilitating conditions for the data collection activities.

34
Next, the investigator with school principals were arranged the time and place to make
contact the respondents. Accordingly, the distributions of the questionnaires, the
interview schedule and the focus group discussion programs were fixed on which an
agreement was made.

Then, the questionnaire papers were distributed to all teachers of Sululta Secondary
School to fill and collect the questionnaire accordingly. After distributing 34
questionnaires to all teachers of the study area, the researcher stayed for about two weeks
in order to collect the distributed questionnaires from respondents.

Simultaneously, the researcher carried out the interviews with school principal and
deputy principal, and town administration education officers (the head and supervisor)
while the questionnaire was returned from the study participants. In line with this, the
FGDs (focus group discussions) were also held with eight school department heads in
teachers staff for 30 minutes. At the same time, the researcher consulted the school
documents to see the practice of action research in the study area.

From 34 questionnaires administered to all Sululta Secondary School, 33 (97%) of the

questionnaires were filled and returned to the researcher.

3.6. Methods of Data Analysis

The data collected from the above mentioned participants were analyzed through
quantitative approach, statistically using descriptive statistics such as frequency
distribution, percentages, grand mean, mean and the qualitative approach (narrative
description of data) embedded to the quantitative findings.

On the other hand, in order to answer all basic research questions, descriptive statistics
were employed. Here, the five likert scales were converted into three for the sake of
convenience to deal with. Accordingly, the first two scales (strongly disagree + disagree)
were grouped together to disagree. In the same way, the last two (strongly agree + agree)
were grouped together into agree. The intermediate scale (undecided) was taken as it is.

35
Additionally, the interviews, FGDs and the document analysis result were nested to the
quantitative finding in order to support and strengthen it. Also, the qualitative data results
were used as the means of triangulation purposes.

36
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter deals with presentation, analysis and interpretation of the data collected
from the participants of the study.

4.1. General Characteristics of Respondents

The participants of the study were characterized in terms of their Sex, Age, Year of
service, the total number of periods they are currently teaching per week and their current
educational levels. Thus, 34 copies of the questionnaire were distributed to all Sululta
Secondary teachers. Out of these, 33 questionnaires were completed and returned.

Table1. Summary of teachers background

Categories Characteristics N %
Sex Male 28 84.8

Female 5 15.2
Age 20-25 4 12.1
26-30 10 30.3
31-35 3 9.1
36-40 6 18.2
>41 10 30.3
Service year in teaching beginner and junior teachers (1-5 9 27.3
years)
fully registered and senior 8 24.2
teachers (6-13 years)
associate lead and lead teachers 16 48.5
(>14 years)
1-5 - -
6-10 7 21.2
Total numbers of periods they are 11-15 14 42.4
currently teaching per week 16-20 12 36.4
>21 - -
Your educational levels Diploma 1 3.1
BA, BSc, Bed 31 93.8
MA, MSc 1 3.1

Note: N= numbers of participants, BA= Bachelor of Science, Bed= Bachelor of education, MA=
Masters of Arts and MSc= Masters of Science

37
The results in Table 1 show that majority of the respondents (84.8%) are males. With
regard to the respondents age, majority of them are full within the age range of 26-30
and above 41. This implies that majority of respondents (60.6%) are at their active
participation age group.

As far as the teaching experience of the respondents, majority of them are associate and
lead teachers. Regarding the total numbers of periods that teachers currently teach in the
study area, majority of the respondents (42.4%) are teaching between 11-15 periods per
week. This implies that their total numbers of periods that they are currently teach is
average and it is not an influential factors to undertake action research relatively with
other factors in the study area.

Concerning the respondents current levels of education, the majority of respondent

teachers 31(93.3%) are first degree holders. This implies that majority of respondents are
well qualified to teach in Secondary School.

4.2. The Status of Action Research

There is wide spread agreement that action research is one of the mechanisms in solving
the classroom teaching learning problems and improve the current practice. This could be
possible through the actual involvement of teachers in undertaking action research at
school levels. In line with this, the researcher asks different questions about the actual
involvements of teachers in conducting action research.

Table 2 Summary of teachers response on the status of action research

Items F %
1. Have you ever conducted action research in your yes 17 51.5
school?
No 16 48.5
4. Have you taken any in-service training programs over yes 11 33.3
the past 5 years on action research?
No 22 66.7
8. Are there any reference materials (books, journals, yes 7 21.2
research findings and etc) that enable you to improve your
knowledge and skills in conducting action research? No 26 78.8

Note: f= numbers of responses

38
Table 2 shows that the actual involvements of teachers in conducting action research in
the study areas. Hence, the respondents were asked their levels of engagement in
undertaking action research in the questionnaire item number 1. As a result, the majority
respondents (51.5%) conducted action research. Based on item 1, the purpose of those
teachers who conducted action research was shown on item 2 (Appendix A). Hence,
from teachers who conduct action research (51.5%) majority of the respondents (30.3%)
were conduct action research in order to solve the classroom teaching learning problems.
While, of the rest of the respondents undertook action research for the sake of improving
the results of their students by their subjects, identifying factors that hesitate students not
to do home works or exercises given by their teachers and upgrading their educational
levels.

Additionally, on item 3(Appendix A) describes that the reasons that prevent teachers to
conduct action research in the study area. Therefore, 48.5% of the respondents were
affected by the following factors. From these participants some of the respondents were
affected because of lack of reference materials, lack of time, lack of trainings on the
issues of action research, lack of encouragement from principals and concerned body and
lack of interest. Furthermore, from open ended items it was found that some respondents
believes as they were not expected to do action research since they are at the last stages
of their career structures.

As it can be seen from Table 2 (item 4), the respondents were asked whether the training
is given or not within the past five years concerning action research. As a result, majority
of the respondents (66.7%) did no obtained an in-service training concerning action
research over the past five years. This implies that majority of the respondents
involvements in action research were affected with the shortages of trainings on action
research activities.

For the item (4) the frequency of in-service training given for those respondents shown
on item 5 (Appendix A) for those respondents who obtain training. Hence, majority of
the respondents (24.2%) were given an in-service training for one times within the past
five years. On the other hand, item 6 on (Appendix A) shows that the reason why the

39
majority respondents may not obtain in-service trainings. Therefore, it is because of lack
of emphasis given to teachers from town administrations and lack of cooperation between
school management and town administration education officers in facilitating conditions
to teachers of the study area.

Item 7 (Appendix A) represents that the extent to which the knowledge and skills of the
respondents improvement for those respondents who took an in-service. That means
majority of the respondents (24.2%) from those teachers who get trainings were agreed
that as an in-service training may improve the levels of their knowledge and skills to the
high level.

As shown in Table 2 item 8, majority of respondents (78.7%) were disagreed with the
existence of reference materials that enable them so as to improve their knowledge and
skills in undertaking action research in the study area. This implies that the existence of
insufficient reference materials in the school affect negatively the status of action
research.

4.3. The Perceptions of Teachers towards Undertaking Action Research

Action research is likely to improve teaching learning process. It contributes to teachers

professional development, and increases the levels of teachers participation in
cooperative working with and for those affected by the problems. And also teachers of
every school levels have to know their ways of teaching and their students learning in the
classroom in order to reduce the problems that influence students on their achievements.

Morgan et al. (1996) cited in Amera (2005) noted that perception of an individual refers
to the way any event in the world and the world itself looks like, sounds, feels, testes or
smell by him/her. Also, it plays a great role in facilitating or hindering an individuals
activity. Hence, the researcher tried to request respondents whether their attitudes are
positive or not regarding action research in the study area.

40
Table 3 Summary of teachers perceptions towards action research

No Items Mean
Scales

D UD A
2.1 Teachers should conduct action research to
improve their knowledge and skills
f % f % f %
2 6.1 1 3 30 90.9 4.33

2.2 Teachers should conduct action research to 0 0 2 6.1 31 64 4.39

solve teaching learning problems
2.3 The contribution of action research is high to 3 9.1 5 15.2 25 75.7 4.00
solve the actual classroom problems
2.4 Action research plays a great role in improving 0 0 2 6.1 31 94 4.42
teachers practice in research activities
2.5 Action research contributes a lot in improving 2 6.1 1 3 30 90.9 4.21
the practice of teaching learning process
2.6 Teachers should develop collegial interaction 3 9.1 7 21.2 23 69.7 3.84
through conducting action research
2.7 Action research can expand teachers role in 1 3 6 18.2 26 78.8 4.00
teaching
2.8 Teachers should conduct action research 5 15.2 4 12.1 23 69.7 3.69
although there are challenges and constraints
in schools
Note: f= numbers of responses, D= Disagree, UD= Undecided and A= Agree

As presented in Table 3 item (2.1), the perceptions of teachers on conducting action

research to improve their knowledge and skills. As a result majority of the respondents
(90.9%) were agreed with the idea of conducting action research in order to improve their
knowledge and skills. This implies that even though some respondents were disagreed
and undecided on the issues teachers should conduct action research so as to improve
their knowledge and skills, the majority respondents were agreed or believed as teachers
should conduct action research in order to improve their knowledge and skills. But it is
expected that all respondents have to agree with the ideas; because through practice the
improvement may come.

In proportion to the above description, the calculated mean values of item (2.1) showed
4.33. This implies that the tendencies of majority respondents were very high in
agreement that the teachers should conduct action research in order to improve their
knowledge and skills.

41
On the other hand, as indicated on item (2.2 and 2.6), the aggregate percentages of
majority of the respondents (81.85%) were agreed with teachers should conduct action
research in order to solve the actual teaching learning problems and develop collegial
interaction in the study area. This indicated that teachers believed that to solve the actual
teaching and learning problems through conducting action research. But some teachers
participants of the study need to have consciousness about the issues as action research
develops interactions between teachers in solving the actual classroom problems.

In line with this, the aggregate computed mean values of the above items shows 4.11.
This score implies that the majority of respondents believed that teachers should conduct
action research to solve the teaching learning problems and develop collegial interaction
in the study area.

Concerning the contributions of action research, respondents were kindly asked on items
(2.3, 2.4, 2.5, and 2.7). Therefore, majority of aggregate percentages of the respondents
(84.87%) were agreed with the contributions of action research is high to solve the actual
classroom problems, plays a great role in improving teachers practice in research
activities, contributes a lot in improving the practice of teaching learning process and
expand teachers role in teaching. This implies that although the high numbers of the
participants were agreed with the ideas above stated, still some teachers have lack of
clear understanding or awareness about the role of action research so as to be agreeing
with. If awareness on the role of action research may provided to teachers, they may
improve their involvement in undertaking it.

In proportion to the above descriptions, the calculated aggregate mean values of items
(2.3, 2.4, 2.5 and 2.7) were 4.11. Hence, this indicated that the majority of respondents
were highly in agreement with the contributions of action research in solving the actual
classroom problems and improving the teaching learning process.

The data in Table 3 item 2.8; represents that (72.7%) of the respondents were agreed with
the ideas teachers should conduct action research although there are challenges and
constraints in the study area. This is to mean that 27.3% of the participants of the study

42
may not perceive action research in a good manner, to undertake action research with
resisting challenges and constraints in the study area. Therefore, since the majority
participants were agreed with resisting challenges and constraints to conduct action
research, participants with disagreeing responses have to change their perception
regarding action research by exercising it. In line with this, the calculated mean values of
item 2.8 shows 3.69.

Generally, the calculated grand mean values of the above items depict that 4.11. This
score shows that even though some participants were disagreed and ambivalent to decide
whether conducting action research improves the knowledge and skills of teachers in
research activities, improves the teaching learning process, solve the actual classroom
problems and develop collegial interaction or not, the tendencies of majority participants
were highly in agreement with the above described ideas. In other words, even though
teachers perceive action research in a good manner, their involvement in conducting
action research was limited because of the existence of constraints in the study area.

Corresponding to the above ideas, the interviews and FGDs responses also shows similar
responses with the responses collected by the questionnaire. For instance, one of the
discussants said that I personally believe that by conducting action research the teaching
learning problems in the classroom can be solved. This implies that respondents were
perceive action research positively as it solves teaching and learning problems, and
improve the classroom conditions.

4.4. The Levels of Principal Encouragement to Teachers

Ferrance (2000) noted that principals help their teachers by working collaboratively and it
helps in their professional development. One way to begin modeling the realities of
change within professional practice is to utilize action research. In line with the above
descriptions, Fullan (2001) cited in Johnson (2011) indicated that the school
administrators role has become more overwhelming, more multifaceted, and more
fulfilling for those who learn to guide change. In order to keep up with the needs of
student learning and issues in a school building, school administrators must be the models

43
for change. School administrators must be the driving force and role models that begin
the movement for change or facilitate the movement within their schools. By using the
process of Action Research the school administrator not only models the importance of
learning and assessing personal practice.

Similarly, according to the education policy directive MOE (2002), the school principals
and deputy principals are charged with the tasks or responsibilities of facilitating
conditions for teachers to enable them engage in action research which could help
improve the teaching-learning processes and other school practices.

Therefore, teachers in the study area were kindly requested the levels of their principal
encouragement in conducting action research in Table 4 below.

Table 4 Summary of teachers responses on principals encouragement in

undertaking action research

Scales
Mean
D UD A

No Items f % f % f %
3.1 My school principal encourages teachers through 24 66.6 8 24.3 3 9.1 2.30
arranging research training
3.2 My school principal encourages teachers through 26 78.8 6 18.2 1 3 1.78
allocating budget to conduct action research
3.3 My school principal encourages teachers to 16 48.5 6 18.2 11 33.3 2.72
undertake action research cooperatively
3.4 My principal support teachers through establishing 18 54.5 8 24.3 7 21.2 2.54
action research club in the school
3.5 My principal encourages teachers by providing 16 48.5 9 27.2 8 24.3 2.72
recognition to conduct action research activities
3.6 My principal support teachers through providing 23 59.7 6 18.2 4 12.1 2.30
reference materials for their research activities

Respondents were asked their levels of agreement on the issues of principal

encouragement by arranging research training on item (3.1) in the study area. Thus,
majority of the respondents (66.6%) were disagreed on the issues of principal
encouragement through arranging research training in the study area. This implies that
the school principals are not supporting teachers by providing them training so as to
refresh their knowledge regarding action research activities.

44
Regarding item (3.2) in Table 4, majority of the respondents (78.8%) were disagreed with
the ideas of principal encouragement through allocating budget in Sululta Secondary
School. Also, respondents were asked whether their principals encourage them to
undertake action research cooperatively or not on item (3.3) in Table 4. Therefore,
majority of the respondents (48.5%) were disagreed with the issues of principal
encouragement to undertake action research cooperatively in the study area. In addition,
respondents were asked with the issues of their principal encourage them through
establishing action research club on item (3.4) in Table 4. Therefore, majority of the
respondents (54.6%) were disagreed with the ideas of principal encouragement through
establishing action research club in the study area.

Concerning item (3.5) in Table 4 majority of the respondents (48.5%) were agreed with
the issues of principal support through providing recognition to conducted action research
work in the study area. While the rest of the participants of the study were agreed and
ambivalent to decide with principal encouragement by recognizing conducted action
research activities. On the other hand, on item (3.6) Table 4 respondents were asked their
levels of agreement on principal encouragement by providing reference materials. Thus,
majority of the respondents (69.7%) were disagreed with the ideas of principal
encouragement through providing reference materials for their research activities in the
study area. This indicated that the overall insufficient principals encouragement to
teachers in order to undertake action research in the study area.

In general, the computed grand mean values of the respondents regarding principals
encouragement to undertake action research is 2.39. This score implies that the
tendencies of majority participants were highly disagreed with principal encouragement
in facilitating condition to teachers so as to conduct action research and support their
teaching and learning with problem solving culture in the study area. Therefore, this
problem leads the involvement of teachers in action research to become very low.

Furthermore, in proportion to the above ideas, the data obtained through FGD was also
similar with the questionnaire responses. For instance, one of the discussants said that
Frankly speaking, our school principals do not support teachers sufficiently in order to

45
improve our involvement in action research. Therefore, this may affect the status of
action research negatively.

4.5. The Major Factors that Hinder Teachers in Undertaking Action

Research

There are different factors that hinder teachers in conducting action research. So as to
improve the levels of teachers involvement, identifying the factors that hinder teachers
in conducting action research plays a significant role. Therefore, the researcher tried to
request teachers about the major factors that hinder them to conduct action research.

Table 5 Summary of teachers responses on factors that hinder or enable teachers in

undertaking action research

Scales
D UD A

NO Items F % f % f % Mean
4.1 There is a shortage of training and seminar on research - - - - 33 100
activities
4.2 I do not feel confident in undertaking action research 14 42.4 7 21.2 12 36.4 2.90
due to lack of research knowledge and skills
4.3 There is insufficient budget in the school to undertake 2 6.1 3 9.1 28 84.8 4.18
action research
4.4 There is lack of moral support from principals 7 21.2 7 21.2 19 57.6 3.39
4.5 There is negative attitude of teachers towards 12 36.4 11 33.3 10 30.3 3.00
undertaking action research
4.6 Teachers lack interest to conduct action research 8 24.2 6 18.2 19 57.6 3.45
4.7 There is insufficient reference materials (journals, 1 3 3 9.1 29 87.9 4.15
research books, research reports and etc.) in the library
4.8 The library service in the school is insufficient to 3 9.1 3 9.1 27 81.8 3.96
undertake action research
4.9 There is lack of recognitions to conducted research 11 33.3 7 21.2 15 45.5 3.24
activities
4.10 Teaching load affects the practice of action research 13 39.3 6 18.2 15 45.5 3.27

4.11 Teachers lack enough time to carry out action research 12 36.3 6 18.2 15 45.5 3.21
in the school
4.12 There is lack of clear role of teachers in the school to 5 15.1 7 21.2 21 63.7 3.63
conduct action research
4.13 There is lack of complete data/information to undertake 7 21.2 3 9.1 23 69.7 3.63
research activities
4.14 I am not encouraged to carryout action research due to 10 30.3 3 9.1 20 60.6 3.60
lack of incentives
4.15 Teachers involvement in action research should be one 6 18.2 6 18.2 21 63.6 3.54
criterion of promotion

The data in Table 5 item (4.1) depicts that all participants or (100%) of the study
participants were agreed with the ideas on of the shortages of training and seminar on
research activities in the study area. This implies that teachers are affected negatively due

46
to the shortages of trainings and seminars to conduct action research. However, if an in-
service trainings and seminars are given to teachers in the study area, they may improve
their levels of involvement in conducting action research.

Concerning item (4.2) in Table 5 majority of the respondents (42.4%) were disagreed
with the ideas on the issues they are not feel confident in undertaking action research due
to lack of research knowledge and skills. This implies that respondents (57.6%) who have
hesitated to decide and agreed with the above ideas need support from the concerned
educational stake holders in order to improve their knowledge and skills in conducting
action research.

On the other hand, respondents were asked about the school budget on items (4.3) in
Table 5. Therefore, majority of the participants of the study (84.9%) were agreed as they
have been affected with the insufficient budget in the school to undertake action research.
This shows that even though some respondents hesitated to decide and disagreed with the
existence of insufficient budget, majority of the participants of the study were agreed or
believed that there are shortages of budget to undertake action research in the study area.
Adequate budget plays a paramount role in conducting quality research for quality
teaching learning process. But, the existence of inadequate budget in the study area,
leads the practices of action research to low levels.

As regards to item (4.4) in Table 5, majority of the respondents (57.6%) were agreed with
the issues on lack of moral support from principals in the study area. This implies that
even though some participants were disagreed with the ideas explained above,
participants who have hesitated to decide and agreed with above described issues are still
have need of encouragement from the school principals morally. Because, encouraging
teachers to conduct action research may improve their involvement and when the
involvement of teachers become improved in action research, the teaching learning
process in the classrooms may supported with problem solving cultures. Then, this
culture of solving problems may improve teachers knowledge and skills in undertaking
research and improve the students academic achievements.

47
Also, on item (4.5) in Table 5 respondents were asked about their attitude towards
undertaking action research. Thus, (36.3%) of the respondents were disagreed with the
issues of the existence of teachers negative attitude towards undertaking action research.
But, 33.3% and 30.3% of the participants were ambivalent to decide and agreed with the
existence of negative attitudes of teachers in undertaking action research respectively.
This implies that although great number participants were disagreed with the existence of
negative attitudes of teachers in undertaking action research, their actual involvement
were very low.

The data in Table 5 item (4.6) represents that (57.6%) of the participants of the study
were agreed with ideas of teachers lack interest to undertake action research in the study
area. This indicated that since majority of respondents were lack interests, their
involvement in undertaking action research may reduced in the study area.

On items (4.7 and 4.8) it has been found that majority of the respondents aggregate
percentages (84.8%) were agreed with the ideas as there are insufficient library service
and reference materials in the library. This implies that the majority of participants were
affected negatively as a result of the insufficient library service and up to dated reference
materials to undertake action research in the study area. In other words, the place where
there is a problems of inadequate and up to dated reference materials with inadequate
library service, it is difficult to expect more from teachers to conduct action research.
Because, reference materials help teachers to energize the knowledge they have before
and develop their understanding regarding their research activities.

The data in Table 5 item (4.9) depicts that majority of the respondents (45.5%) were
agreed with the issues as there is lack of recognitions to conduct research activities in the
study area. This implies that even though 33.3% of participants were disagreed with the
existence of lack of recognitions to conducted research activities, the majority of
participants tendencies were highly in agreement with the ideas above described. Thus, it
is possible to say that the recognition given by school principals were not adequate in
initiating teachers to conduct action research. In other words, because of the values are
not given from the concerned body for who conducted action research, teachers are de-

48
motivated to undertake it. But, if the activities of action research acknowledged by the
concerned body or by all stakeholders of the schools, teachers in caring out action
research may boost their involvement.

On item (4.10 and 4.11), it has been observed that majority the participants aggregate
percentages (48.6%) were agreed with the ideas of teaching loads and lack of enough
time affect teachers practices to carryout action research. This implies that majority of the
respondents were affected negatively with teaching loads and lack of time to undertake
action research in the study area. In other words, since adequate time is the major
requirements in conducting research activities, because of extra curricula activities and
teaching loads their involvement in undertaking action research were became very low.
But, if the loads of teachers may reduced their involvement may improved.

As regards to item (4.12) majority of the participants of the study (63.7%) were agreed
with the existence of lack of clear roles of teachers to conduct action research in the study
area. This implies that even though 15.1% of the participants of the study were disagreed
on there is lack of clear role of teachers in the school in undertaking action research; the
majority participants were agreed as the problems exists in the study area. On the other
hand, the majority participant understandings were not good enough about their role in
the school in addition to teaching and learning process. Therefore, this factor influence
teachers their levels of involvement in conducting action research. But, if teachers may
aware enough about their role in the school in addition to teaching learning process, they
may improve their involvement in undertaking action research.

On the other hand, respondents of the study were asked about the existence of complete
information on item (4.13) in Table 5. As a result, majority of the respondents (69.7%)
were agreed with issues as there is lack of complete information to undertake research
activities in the study area. This implies that even though 21.2% of the participants of the
study were disagreed with the above described issues, the majority of participants were
agreed with the existence of lack of complete information to undertake research activities
in the study area. Therefore, since the majority of participants were agreed with the

49
existence of the shortage of complete information, their practices of conducting action
research may become low.

Additionally, respondents were asked whether incentive are there or not to undertake
action research on item (4.14) in Table 5. Consequently, majority of the respondents
(60.6%) were agreed with the issue as they are not encouraged to carry out action
research due to lack of incentives in the study area. This shows that because of the
majority of participants were agreed with the ideas above explained, the levels of teachers
involvement in conducting action research may affected negatively in the study area.
Incentives are the most motivated factors to undertake action research.

Generally, the calculated grand mean values of the above items depict that 3.56. This
score indicated that majority of the participants tendencies are approaching to agreement
highly with the existence of different constraints that affect them to conduct action
research in the study area. That means, due lack of trainings and workshops, insufficient
budget, lack of interest, inadequate library service and reference materials, lack of time
and lack of incentives, majority of the participants were not involved in conducting action
research in the study area.

On the other hand, so as to identify the factors that enable teachers in conducting action
research (AcR), the researcher request that the motivated factors that enable them to
undertake action research. Therefore, the data in Table 5 item (4.15) depicts that majority
of the respondents (63.6%) were agreed with the ideas as teachers involvement in action
research should be one criterion of promotion in the study area. This implies that even
though 18.2% of the respondents were disagree and undecided whether teachers
involvement should be one criterion of promotion or not, the majority of participants
tendencies were in agreement highly as the involvement of action research should be one
criterion of promotion in the study area. This criterion leads teachers to practice action
research so as to improve their educational levels and solve the actual teaching and
learning problems of the schools.

50
From open-ended items, similar factors that hinder teachers in conducting action research
have been found with questionnaires responses. For instance, lack of in-service trainings,
lack of reference materials (research books, research reports and journals), lack of giving
attentions to teachers from town administrations, lack of interest to undertake action
research, lack of support from school principals (morally and financially), de-motivated
school conditions, lack of recognitions, absence of research findings, lack of directing the
staff to carry out action research, absence of internet service and over burdens of teachers
with extra curricula activities were the factors that hinder teachers negatively to conduct
action research.

Additionally, from interviews held with school principals and town administration
education officers (head and supervisor) it has been observed that the environmental
conditions, lack of trainings and seminars to teachers, teachers interest regarding action
research, lack of support from school management, lack of incentives, lack of computer
and lack of current reference materials for their research activities were the factors that
hinder teachers to conduct action research in the study area.

In line with this, from FGDs held with department heads of the study area, similar
constraints has been found with the questionnaires responses. For instance, lack of
trainings and seminars regarding research activities, lack of incentives, lack of reference
materials, absence of internet service, the educational policy gap between less and highly
experienced teachers and the problems of finances are the factors that hinder teachers to
conduct action research.

There is also evidence that shows similar factors that hinder teachers to conduct action
research in other areas. For instance, Gemechu (2006) found that the scarcity of budget,
sources of current literature, time, and lack of internet service and computer printers as
the factors that hinder teachers to conduct action research.

Similarly, Yibeltal (2006) also indicated that the heavy work load, lack of research funds,
poor library facilities, administration problems, lack of incentives and lack of

51
recognitions as the major factors that hinder teachers to conduct action research in his
study areas.

Additionally, Tadesse (2007) also found that as secondary school teachers are affected
with lack of time and resources like finance, reference books, journals, periodicals, news
papers, unpublished materials and stationery so as to conduct action research.
Furthermore, Asrat (2007) also found that the involvement of teachers (instructors) in
educational research was affected negatively due to inadequate arrangement of events
(such as seminars, workshops, and team research) and lack of proper publication outlet
for the promotion of research activities.

Additionally, Firdissa (2007) and Dame (2011) found that the challenge that affects
teachers in conducting action was time constraints due to teaching loads and committee
and other curricular works, lack of financial or material support, unavailability of
rewarding/motivating system and shortages of research facilities.

On the other hand, the data analysis on item (4.15) depicts that majority of the
respondents (63.6%) were agreed with the issues as teachers involvement in action
research should be one criterion of promotion. This implies that even though 18.2% of
the respondents were disagree and undecided whether teachers involvement should be
one criterion of promotion or not, the majority of participants tendencies were in
agreement highly as the involvement of action research should be one criterion of
promotion in the study area. This criterion leads teachers to practice action research so as
to improve their educational levels and solve the actual teaching and learning problems of
the schools.

Additionally, for those teachers who undertake action research, the major factors that
enable them in undertaking action research have been found so as to support their
classroom teaching learning process with systematic, scientific and problem solving
methods.

Furthermore, on open ended item (1.2) it has been suggested that things to be done to
improve the current conditions regarding the practices of action research in Sululta

52
Secondary School. For instance, so as to improve the involvements of teachers in
conducting action research, adequate trainings and seminars on research and capacity
building activities on methodologies of action research, reference materials and
experience sharing programs should be arranged and given to teachers through school
cooperation with town administration education office. Additionally, they suggested that
the school should also plan to encourage/initiate teachers to prepare in-staff training,
providing awards to teachers who undertake action research and facilitate necessary
conditions regarding action research activities.

53
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1. Summary

The main objective of the study was to investigate the practices and challenges in
conducting action research in Sululta Secondary School. Therefore, this study was
intended to investigate issues related with the status of action research, the perception and
actual involvement of teachers in conducting action research, the school management
support to teachers, the knowledge and skills of teachers, and the major factors that either
hinder or enable teachers in conducting action research in Sululta Secondary School.

The participants used in this study were teachers, principal, deputy principal of Sululta
Secondary School and Town Education Officers (the head and supervisor).

The mixed approach (QUAN + qual) which is embedded concurrent strategies have been
employed. To this end, both quantitative and qualitative data have been gathered through
questionnaires, semi-structured interviews, focus group discussions and document
analysis. The questionnaires have been administered to all 34 Sululta Secondary School
teachers. Out of 34 questionnaires distributed to all teachers of the study area, 33 (97%)
were returned to the researcher. Semi-structured interviews were held with principal,
deputy principal and town administration education officers (the head and supervisor).
Moreover, FGD (focus group discussions) has been also held with department heads of
the study area.

In line with this, quantitatively descriptive methods of data analysis like count frequency,
percentages and mean have been employed so as to answer the research questions of the
study. The qualitative data have been also analyzed through narratives. Hence, the
following findings were obtained.

54
The status of action research in Sululta Secondary School

The status of action research in Sululta Secondary School has been found at the lower
stages because of the existence of different factors that hinder teachers negatively to
conduct action research. Teachers were not involved in conducting action research as it
has been expected from them. The data found through questionnaires shows half of
teachers were conducted action research while the document analysis shows a small
numbers of conducted action research work.

The perceptions and actual involvement of teachers in action research

From the calculated grand mean values about teachers perceptions, it has been observed
that (4.11). This score shows that the majority of teachers perception is highly in
agreement with the importance of action research as it improves the knowledge and skills
of teachers in research activities, improves the teaching learning process, solve the actual
classroom problems and develops collegial interaction. Even though teachers in the study
area were perceived action research in a good manner, their actual involvements seen
through document analysis were very low in undertaking action research.

The School Principals support to teachers in conducting action research

The computed grand mean values of the participants regarding principals encouragement
to undertake action research were (2.39). This score indicated that the tendencies of
majority participants were highly disagreed with principal encouragement in facilitating
condition to teachers in order to conduct action research in the study area. Therefore, lack
of encouragement and support from principals may be one reason for low involvements
of teachers in conducting action research.

The knowledge and skills Sululta Secondary School teachers to conduct action
research

Concerning the knowledge and skills of Sululta Secondary School teachers, it has been
found that the majority of participants (42.4%) were disagreed with the ideas as they
were not feeling confident in undertaking action research due to lack of research
knowledge and skills. However, majority respondents (57.6%) who have hesitated to

55
decide and agreed with the above ideas as they need support from the concerned
educational stake holders in order to improve their knowledge and skills in conducting
action research.

This indicated that the majority of participants have the problems of knowledge and skill
to undertake action research in order to improve their actual involvement in conducting
action research. On the other hand, teachers in the study area have insufficient knowledge
and skills in undertaking action research. Therefore, this may be one of the factors that
reduce the involvement of teachers in conducting action research.

The major factors that hinder/enables the practice of action research

The major factors that hinder the practices of action research in Sululta Secondary
Schools are explained based on their percentage responses. In line with this, 100%,
87.8%, 84.9%, 81%, 69.7%, 63.7%, and 60.6% of the participants were affect teachers
negatively with the existence of inadequate training and seminars on research activities,
insufficient reference materials (journals, research books and research reports) in the
library, insufficient budget in the school, insufficient library service in the school, lack of
complete information to undertake action research, lack of clear roles of teachers in the
school and lack of incentives to conduct action research respectively.

On the other hand, the majority participants (63.6%) were enabled with the ideas as
teachers involvement in action research should be one criterion of promotion in the
study area. Additionally, the majority of participants commitment to provide good
teaching through using systematic and scientific methods in problem solving were some
of the major factors that enable teachers to conduct action research.

Ways of improving the current conditions concerning the practice of action research

In order to improve the involvements of teachers in conducting action research, the

majority of participants of the study suggested that adequate trainings and seminars on
research and capacity building activities on methodologies of action research, reference
materials and experience sharing programs should be arranged and given to teachers
through school cooperation with town administration education office in the study area.
56
Furthermore, the school should plan to encourage/initiate teachers to prepare in-staff
training, providing awards to teachers who undertake action research and facilitate
necessary conditions regarding action research.

5.2. Conclusions

Action research is the way of solving problems practically and improves teaching and
learning process. It is also a tool that is used to help teachers and educators discover
strategies to improve teaching practice and allow teachers to become the practitioners and
provide opportunities for them to be learners by improving instructional practices.
Therefore, this study discussed the practices and challenges in conducting action research
in Sululta Secondary School. Based on the major findings presented, the following
conclusions have been made.

The status of action research in Sululta Secondary School was very low due to the
following factors. For instance, the shortages of adequate trainings and seminars on
research activities and inadequate reference materials were some of the major factors that
hinder teachers negatively to improve the practices of action research. On the other hand,
teachers in the study area were perceived action research positively. Though the
perceptions of teachers were positive, their actual involvements were yet very low.

Moreover, the existence of inadequate trainings and seminars, insufficient reference

materials, lack of clear data/information and lack of incentives to conduct action research
were the major factors that affect the involvement of teachers in action research. On the
other hand, some of the motivating factors that initiate teachers to conduct action research
were the existence of criterion of promotion through conducting action research and their
internal feeling to provide good teaching learning process.

Additionally, the support of school principals was not adequate in facilitating conditions
to teachers in order to undertake action research in Sululta Secondary School. This may
be one of the factors that influence the status of action research negatively in the study
area. Moreover, so as to undertake action research effectively and efficiently, a teacher
has to have sufficient knowledge and skills. But, the knowledge and skills of teachers in

57
conducting action research were insufficient. Therefore, this may also negatively affect
teachers involvement in action research.

5.3. Recommendations

The findings of this investigation are believed to have some implications for practices.
These implications may show the area of intervention to improve the practices of Sululta
Secondary School in conducting action research.

1. In order to improve the practices of action research, it is necessary to take

measures to solve the factors that hinder teachers in conducting action research in
Sululta Secondary School. Therefore, it is better if the school management in
cooperation with Town Administration Education Office and Oromia Regional
Education Bureau arrange and search the means of providing in-service trainings,
workshops and seminars for the sake of updating their knowledge and skills in
research activities;
2. Action research is a systematic and scientific mechanism of solving classroom
problems practically. So as to solve problems practically, adequate budgets has to
be needed. Therefore, it is recommended that if the school management in
cooperation with Town Administration Education Office and Oromia Regional
Education Bureau may allocate adequate budget for research activities to support
teaching learning process with classroom research activities. In addition to this, it
is better if the school management in cooperation with town education office may
improve the service provision of the library by providing adequate library service
with adequate reference materials in order to increase the involvement of teachers
in action research.
3. The shortage of principals encouragement was one of the factors, which
negatively affect the practices of action research in the study area. Therefore, so
as to improve teachers involvements in conducting action research, the principals
has to encourage and support teachers by providing incentives such as giving
recognitions as a role model and opportunities to participate in conference to

58
 present their research activities, promoting teachers, and establishing research
committee members.
4. Generally, so as to improve teachers involvement in conducting action research,
it is recommended that the school teachers, the school principals, and the Town
Administration Education officers are expected to develop the habit of working
together and discuss about the current conditions of action research in their
schools. Hence, it may be possible to come up with the means of improving
teachers involvement in carrying out action research.
5. Finally, since this study was conducted in one school and small number of
population, the researcher believes that it is important to undertake further study
by using wide population in many schools in the future in that study area.

59
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 Appendices

Appendix A

ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

INSTITUTE OF EDUCATIONAL RESEARCH

Questionnaire

Questionnaire to be fulfilled by Sululta Secondary School teachers

The purpose of this questionnaire is to collect valid information about the status of action
research and its challenges in Sululta Secondary School. The questionnaire contains five
parts. Part one is about demographic information of respondents; part two is about the
practice of action research and teachers perception in conducting action research and part
three deals with about principal encouragement. Part four contains items related to factors
that hinder or enable teachers to conduct action research and the last part is about the
ways of improving the current conditions concerning action research. The researcher
believes that, your responses are vital in determining the success of this study. Hence,
you are kindly requested to fill the questionnaire completely and honestly. The
information you give will be kept strictly confidential.

Thank you for your kind cooperation!

General Instructions:

Please, do not write your name on any page of the questionnaire.

Give your answers for items requiring completion by writing and put x
mark for items requiring selection.

Part One: Demographic information

1. Sex: Male Female

2. Age __________________

66
 3. Your Service Years in teaching______________
4. The total number of periods you are currently teaching per week _____________

5. Your Educational Qualification: BA B.Sc B.Ed M.A M.Sc

Other/Please specify______________________________

Part Two: The practice of action research

Direction I: The following items are about your training on action research. Indicate
your agreement by using X mark in the corresponding box.

1. Have you ever conducted action research in your school? Yes No

2. If your answer for question number 1 is Yes for what purpose did you
conduct action research? You can use more than one alternative below.

To solve problems in teaching learning process

To improve your research skills and knowledge

To solve problems in the school

To get promotion in the career structure

Others, please specify _________________________________________

3. If your answer for question number 1 is No what do you think the major
factors that hinder you to conduct action research?
_______________________________________________________________
_______________________________________________________________
4. Have you taken any in-service training (workshop and seminar) programs
over the past 5 years on action research?

Yes No

67
5. If your answer for question number 4 is Yes what is the frequency of the
training?

Once Two times Three times More than

three

6. If your answer for question number 4 is NO what do you think the

reasons?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
7. If you have taken training, to what extent does it improve your knowledge and
skills in conducting action research?

High Medium Low

8. Are there any reference materials (books, journals, research findings and etc.)
that enable you to improve your knowledge and skills conducting action
research?

Yes No

68
Direction II: Below are items to assess your perception about action research. Read
each statement carefully and indicate your choice by putting X in one of the five
alternatives (use the following key :)

Strongly agree (SA), Agree (A), undecided (UD), Disagree (D), strongly
disagree (SD)

2 Teachers perception SD D UD A SA

2.1 Teachers should conduct action research to improve their

knowledge and skills

2.2 Teachers should conduct action research to solve teaching

learning problems

2.3 The contribution of action research is low to solve the actual

classroom problems

2.4 Action research plays a great role in improving teachers practice

in research activities

2.5 Action research contributes a lot in improving the practice of

teaching and learning process

2.6 Teachers should develop collegial interaction through conducting

action research

2.7 Action research can expand teachers role in teaching

2.8 Teachers should conduct action research although there are

challenges and constraints in schools.

69
Part three: Principal Encouragement

Direction: Based on the issues listed below please rate your level of agreement
regarding school principals support in undertaking action research. Use the
following key:

Strongly agree (SA), Agree (A), Undecided (UD), Disagree (D), strongly disagree
(SD)

3 The level of support provided by school principal to teachers SD D UD A SA

3.1 My school principal encourages teachers through arranging

research training in my school

3.2 My school principal encourages teachers through allocating

budget to conduct action research

3.3 My school principal encourages teachers to undertake action

research cooperatively

3.4 My principal supports teachers through establishing action

research club in the school

3.5 My principal encourages teacher by providing recognition to

conduct action research activities

3.6 My principal supports teachers through providing reference

materials for their research activities

70
Part four: Factors that hinder or enable teachers in conducting action research

Direction: Indicate your levels of agreement with the items related to the factors that
hinder or enable teachers to conduct action research in the school. Use the following key:

Strongly agree (SA), Agree (A), Undecided (UD), Disagree (D), Strongly disagree
(SD)

4 Factors that hinder or enable teachers in conducting action SD D UD A SA

research

4.1 There is a shortage of training and seminar on research activities

4.2 I do not feel confident in undertaking action research due to lack

of research knowledge and skill

4.3 There is insufficient budget in the school to undertake action

research

4.4 There is lack of moral support from principals

4.5 There is negative attitude of teachers towards undertaking action

research

4.6 Teachers lack interest to conduct action research

4.7 There is insufficient reference materials (journals, research

books, research reports and etc.) in the library

4.8 The library service in the school is insufficient to undertake

action research

4.9 There is lack of recognitions to conducted research activities

4.10 Teaching load affects the practice of action research

4.11 Teachers lack enough time to carry out action research in the
school

4.12 There is lack of clear role of teachers in the school to conduct

action research

4.13 There is lack of complete data/information to undertake research

activities

4.14 I am not encouraged to carryout action research due to lack of

incentives

4.15 Teachers involvement in action research should be one criterion

of promotion

71
Part five: Ways of improving the current conditions

1.1.What are the major factors that hinder or enable teachers to conduct action
research in your school?
Enables:-
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________________________
Barriers:-
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________
1.2.What do you think should be done to improve the current conditions concerning
the practice of action research in Sululta secondary school?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

72
 Appendix B

Interview guideline to collect information from principal and deputy principal of Sululta
Secondary School

Questions:

1. How do you see the status of action research in your school?

2. Do you think that teachers in your school have the required knowledge and skills
necessarily to conduct action research? If no, why?
3. How do you see the conditions of your school in facilitating teachers
involvement in action research?
4. How do you see teachers attitude/perceptions towards action research in your
school? How do you see the interests of teachers in undertaking action research?
5. Are there sufficient references materials like: books, research journals or other
relevant materials that help teachers to conduct action research?
6. In your opinion what are the major factors that either hinder or enable teachers to
conduct action research in your school? Are there any attempts made to overcome
problems that related to involvement of teachers in action research?
7. Do you think that the teaching load allows teachers to conduct action research?
8. Does the Town Education Office facilitates research based training or workshops
that help teachers to carry out action research? If not, Why?
9. What are your suggestions to overcome the problems that hinder teachers to
conduct action research and improve the current conditions in your school? In
what way?

Thank you for your kind cooperation!

73
 Appendix C

Interview guideline to collect information from Town Education Head and

Supervisor

Questions:

1. How do you evaluate the status of action research practices in Sululta secondary
school?
2. Do you think that conducting action research have advantages to improve
teaching and learning process? In what way?
3. Is there any support given by your office to Sululta secondary school teachers to
conduct action research?
4. If teachers do not conduct action research do you think the major factors that
hinder teachers to conduct action research?
5. In what mechanisms does your office overcome the problems of teachers in
undertaking action research?
6. Does your office have planned to help teachers in undertaking action research? In
what way?

Thank you for your cooperation!

74
 Appendix D

Questions for the department heads of Sululta secondary school which will
participate in the Focus Group Discussion (FGD)

Below are the questions which focus to the practices and challenges of conducting action
research in Sululta secondary school. Therefore, please give your explanations genuinely
about your school conditions towards action research.

Thank you for your cooperation!

1. How do you see the status of action research in Sululta Secondary School?
2. How do you evaluate the attitudes of teachers towards conducting action research
in your school?
3. How do you evaluate the engagement of the principals in facilitating and
undertaking action research?
4. What are the major factors that hinder or enable teachers to conduct action
research?
5. What should be done overcome the current problem and improve the practices of
action research in your school?

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 Declaration

I, the under signed, announce that this thesis work is my original work and is not
presented in any other University. Also, all the sources of information used for the thesis
have been dully acknowledged.

Name ______________________
Signature___________________

Date_______________________

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Name _______________________

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