Secondary School English Language Teachers’ Action Research Beliefs and Practices, the Case of Secondary Schools in Mettu Town

Abstract

This study examines English language teachers' beliefs about action research, their capacity to conduct it, and their actual implementation practices. It also aims to identify the disparities between the participants' beliefs and actual practices. Employing a case study design and a mixed-methods approach, the study focuses on Mettu town in Ethiopia and English teachers from three secondary schools within the town. A non-probability sampling method was used to select 31 teachers for participation. Data was collected through questionnaires and in-depth interviews. The findings reveal that the participants hold positive beliefs about action research, possess moderate competency in conducting action research, but exhibit very low levels of action research implementation. Despite their extensive teaching experience, advanced educational qualifications, and high professional status, their competency levels and action research practices fall short of expectations. These findings highlight the need for training, school-based motivation, resource availability, and reinforcement of Ethiopia's teacher development policies. The findings suggest that further research should attempt to explore the underlying contributing factors for the discrepancy between the English language teachers' beliefs and practices about action research.

Keywords

• belief
• competency
• professional development
• professional rank