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.