The Contribution of Teachers' Perception, Interest, Teaching Experience and Field of Specialization to Educational Research Practices: Bahir Dar University in Focus

Abstract

This study investigated the effects of teachers’ perception, interest, years of teaching experience and field of specialization on their educational research practices. The subjects of the study were 103 (101 male and 2 female) MA/MSc and PhD qualified teachers. Questionnaires were used to gather information about those factors that may have positive or negative inputs on teachers’ educational research practices. Interview was also used to crystallize the information obtained through questionnaire. Both quantitative and qualitative techniques were used to analyze the data. The information obtained through interview was analyzed qualitatively. The results of interview data agreed with the results of the quantitative analysis: teachers with positive interest and perception have good participation in educational research practices. On the other hand, the data showed that teachers with longer years of teaching experience are less engaged in educational research practices than less experienced teachers. But the contribution of teaching experience has a negative impact on teachers to participate in educational research. Teachers specialized in education were found to be in a better position to do educational research. The study revealed that language, social science and natural science stream teachers were almost similar in their involvement in educational research.