Female Educators’ Action Research Practice in Ethiopia

In Action Research practice, a lot is learned in the process which benefits far more than what actually is produced. AR offered opportunities to consider ways of changing teachers' practice. The primary reason for teachers less participation in research, as it turns out from the teachers’ reflection, is extended idleness. Teachers practice regular teaching activities. However, except for doing the routine teaching job, many of them are idle towards other professional efficacy endeavors such as reading, researching and writing. Unfortunately, many teachers in Ethiopian schools have avoided these aspects of personal and professional growth. Many experienced teachers expressed that as teachers, what they do is just teach the specific disciplines.