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

Authors

  • Ayele Legesse Department of Foreign Language and Literature, PhD in ELT, College of Humanities, Language Studies, Journalism and Communications, Addis Ababa University, Addis Ababa Author
  • Tamene Kitila Department of Foreign Language and Literature, College of Humanities, Language Studies, Journalism and Communications, Addis Ababa University, Addis Ababa, Ethiopia Author

DOI:

https://doi.org/10.69475/RATEI.2024.1.2

Keywords:

Belief, Competency, Professional Development, Professional Rank

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.

Author Biographies

  • Ayele Legesse, Department of Foreign Language and Literature, PhD in ELT, College of Humanities, Language Studies, Journalism and Communications, Addis Ababa University, Addis Ababa

    Ayele Legesse is currently pursuing his PhD in ELT at Addis Ababa University, he studied MA in TEFL
    and MA in Public Relations and Strategic Communications at Addis Ababa University and received his
    BED degree from Jimma University. He is the lecturer at universities and the researcher. His research
    interest is teachers’ educations, English language teaching issues, and Public relations and
    communications among all.

  • Tamene Kitila, Department of Foreign Language and Literature, College of Humanities, Language Studies, Journalism and Communications, Addis Ababa University, Addis Ababa, Ethiopia

    Dr. Tamene Kitila is an instructor and a researcher at Addis Ababa University. He did his PhD in
    TEFL in Lancaster University (UK). Classroom interaction, learning styles, needs analysis and
    TPD are just a few of Dr. Tamene’s research interest.

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Published

23-09-2024

How to Cite

Secondary School English Language Teachers’ Action Research Beliefs and Practices, the Case of Secondary Schools in Mettu Town. (2024). RATE Issues, 31(1). https://doi.org/10.69475/RATEI.2024.1.2