The plllpose of this study was to investigate the impeding fac tors of government secondary schoolrnteachers research practice in Kirkos sub-city of Addis Ababa. To conduct this research,rndescriptive s/llTey method was employed. The primm)' sources of data were 130 teachers, 4rnprincipals ~ lI'rreda and 2 sub-city educational ~lJicers, Proportionate stratified randomrnsOlJlpling techniques were employed (0 select teachers and plllposive sampling techniques werernemployed to select principals, woreda and sub city educational officers, Like wise, the collectedrndata were analyzed quantitatively by using descriptil'e statistics such as, (/req uelllly count ,rnpercentage, mean and weighted indtj, {md qualitatively by using narration mode, Questionnairesrnwere the main data gathering instruments while interview Gnd docllment analysis were emp loyedrnto enrich the data gathered through questionnaires, The finding of the study suggested that lackrnof adequate apport unit)' for on job training related to educational research, teachers negativernperception fOlI 'ords educaliollal research. lack of il/fereS! of !eachers towards educationalrnresearch and poor technical support /rom schools, educational officers, Besides, lack of researchrnfund and material resources, teachers low competence towards educational research and lack ofrnresearch dissemination and use were the major constraints of educational research practices.rnMoreover, lack of research co-coordinating body at school, wored and sub-City, ineffectivernimplementation of educational research plan and absence of incentives and proper recognitionrnfor teachers researcherJi'om higher officers were another impeding factors, As a result the trendrnof kirkos sub-city govemment secondclIY school teaclters current practices in educationalrnresearch is loll'. Hence, for further improvement of educational research practice, it isrnrecommended that the school principals and educational officers at various level should creaternsupportive research cu!ture, develop a systematically organized structure that help train teachersrn/0 promote flie;,' educational research competency. motivate Gild encourage teachers 10 dorneducational research through providing incentives, moral assistance, giving reward, recognitionsrnalld provide a chalice to publish their research 01llput, establishing outlets for the disseillinationrnof research res lilts through jOllr"als {flld magazines. in addition, experiel/ce sharillg cllllurernshould be de,'eloped (/t school le,'el (lndlor cluster centers that help teachers by initiating orrnIIIDliratill!!. ,hem for doing edllcOIioJ/ul research aJ/d/ur/her researches need to be cOllducted allrnthe leachers praclice of educational research to come lip with wide scale and more detailedrnill vest igal iOlls