Perceptionpractice And Challenges In Action Research As A Professional Development Approach For Teachers In Secondary Schools Of Hidabu Abote Woreda

The purpose of this study was to assess the Perception, practice and challenges in actionrnresearch as professional development approach for teachers in secondary schools of HidaburnAbote Woreda, North Shoa Zone Oromia Regional State. To realize this purpose, five basicrnquestions were raised related to teachers. To this effect, mixed research design that involvedrnthe use of both quantitative and qualitative approaches in data gathering and analysis wasrnemployed. Data was gathered from both primary and secondary sources. Primary sourcesrnwere 60 teachers, 32 school leaders, 4 Woreda educational experts and one supervisor.rnSimple random sampling ( lottery) technique was employed to select teachers from 3 schoolsrnnamely General Tedasa Biru, Alemgana and Daro Hamoma waju secondary schools, Whilernavailable sampling was employed to select school leader ship and supervisor, purposivernsampling was for Woreda educational experts at Woreda levels. To collect primary data,rnquestionnaire with closed and open-ended questions, interviews and documents werernemployed. Interview and observation were conducted to triangulate the information obtainedrnthrough questionnaire. The quantitative data were first edited, organized, tabulated, and thenrnanalyzed using frequency, percentage and mean while qualitative data from interview wasrnnarrated and analyzed to support the qualitative analysis. The results of the data analysisrnand interpretation indicated that action research had positive impacts in improvingrnclassroom activities, improving teachers’ knowledge, skills and attitude. The findings alsornshow that action research practice in secondary schools was largely based on experiencernsharing in schools among colleagues, while there were very much limited trainings forrnteachers from internal and external bodies. The supports, including incentives, provided tornteachers were not also sufficient to implement the program effectively. Hence, it wasrnconcluded that though there were positive impacts of the action research as professionalrndevelopments approach for teachers’ governmental secondary schools, the support for thernaction research was not as needed to enhance its implementation at the grass root level. Arnnumber of factors challenged the action research. Unless acted on by concerned bodies,rnthese challenges were further impede the professional development of teachers. In addition,rnthe major Findings of the study, solutions problems were identified the study area. Finally itsrnconclusion and some recommendations were forwarded in the study area

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