Perceptions and Technical Challenges Faced by Teachers while Conducting an Action Research: A case from Lhuentse Dzongkhag

Abstract

This study examined perceptions and technical challenges encountered while conducting action research from 150 teachers of Lhuentse Dzongkhag, Bhutan. A quantitative research approach was employed and data were gathered with a modified
version of a previously used survey questionnaire. The results indicated that the teacher-respondents possess positive perceptions toward action research and recognized its benefits for their teaching practice and students' learning. However, the study also divulges challenges faced by teachers, particularly a lack of research knowledge and skills, including questionnaire design, methodology selection, literature review, problem identification, intervention planning, research gap identification, and situational analysis. As a result, the study recommends that school principals, the Dzongkhag Education office, and the Ministry of Education and Skills Development (MoESD) may take the present findings into consideration to enhance the teacher- researcher policy and offer professional development opportunities related to action research which in turn would help to boost teachers' research skills.