The Role Of Action Research In Enhancing Quality Of Education The Case Of Some Selected Secondary Schools In City Government Of Addis Ababa

The purpose of this study was to explore the role of action research inrnenhancing quality of education in CGAASS. To this end, both quantitativernand qualitative research approaches were used for data collection andrnanalysis. The subjects of the study were 153 teachers, 6 school principalsrn2 CGAAEB Officers, 3 SCEO Officers, and 15 FGD participants. ArnQuestionnaire was used to collect data from teachers. Interviews werernheld with principals and educational officers to complement therninformation obtained through questionnaire. Focus group discussion wasrnconducted with 15 teachers who were not included in questionnaire andrnresearch coordinating committee/unit members from three sample schools.rnDocument analysis was also made to validate and triangulate informationrnfrom different sources. Descriptive statistics (mean, standard deviationrnand percentage), Chi-square and total mean score were used to analyzernquantitative data. The result of teachers’ questionnaire, principals’rninterviews and focus group discussion were found significantly consistentrnon the issues raised. However, discrepancy was observed between thernresults of educational officers’ interview and the information from teachers’rnregarding (perception and research competence) towards the role of actionrnresearch. Teachers’ potential towards action research was found notrnpromising for 21.6% of them engaged in action research. The majority ofrnthe research works (70%) focused on fragmented and specific classroomrnskills rather than unified school wide academic issues. The practice ofrnidentifying the cause of educational problems and seeking solutions withrnaction research was found at infancy stage in CGAASS. The involvementrnand support of the principals and educational officers in promoting actionrnresearch for educational quality in CGAASS was found minimal and low.rnThe major factors that impede teachers from involving in action researchrnwere: overload in teaching and other committee activities, unsupportiverntrend, lack of financial support, and lack of facilities in school for researchrnwork. Hence, it was recommended that the school principals andrneducational officers at various levels should create supportive researchrnculture to overcome the challenges, short term practical refresher coursesrnshould be designed at SCEO and CGAAEB levels to build the capacity ofrnthe teachers for research competence. Principals and educational officersrnat SCEO and CGAAEB should promote best research works throughrnstructured and best research performances must be motivated in order tornenhance quality of education

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