Factors Impeding Teachers In The Saudi Public Schools From Becoming Action Researchers: An Exploratory Study

Abstract

This study explores the perceptions of English language teachers in Saudi public schools towards action research (AR) as a process that enables teachers to address classroom-specific issues without relying entirely on published research. Despite the increase in language teachers' action research narratives, more research is needed on public school English language teachers' perceptions of action research and the factors affecting their engagement with action research. The current study sought to find out how public-school English language (EL) teachers in Saudi Arabia view action research per se, and the factors that impede action research production. Semi-structured interviews were used to collect data from (n = 19) EL teachers from several schools in Makkah province. The results analyzed thematically and showed that the teachers had primary knowledge of research as a tool to discover new knowledge. Most participants reported having done no research, and even those who claimed to have done so, seemed motivated by personal ambition rather than a systematic process. Findings revealed that teachers' barriers to conducting action research include lack of knowledge, workload, professional development, and administrative attitude, under which the shortage of financial rewards and demotivation of teachers fall. The implications of Saudi schooling guidelines were also discussed.