Bhutanese School Teachers' Perceptions, Challenges and Perceived Benefits in Doing Research

Autor/inn/en	Wangdi, Thinley; Tharchen, Nima
Titel	Bhutanese School Teachers' Perceptions, Challenges and Perceived Benefits in Doing Research
Quelle	In: Issues in Educational Research, 31 (2021) 3, S.990-1005 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Teacher Attitudes; Teacher Researchers; Barriers; Affordances; Positive Attitudes; Teacher Motivation; Incentives; Professional Recognition; Educational Resources; Time Management; Teaching Load; Elementary Secondary Education; Developing Nations; Foreign Countries; Knowledge Level; Bhutan + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrerforschung; Anreiz; Bildungsmittel; Zeitmanagement; Lehrdeputat; Developing country; Developing countries; Entwicklungsland; Ausland; Wissensbasis
Abstract	Many previous studies have evidenced the benefits research has on the teaching and learning process when conducted by teachers themselves. Consequently, there has been a growing number of teacher-researchers across the world, including teachers who have learned to be teacher-researchers. Understanding and knowing these teacher-researchers' thinking, beliefs, and practices is therefore critical for the success of the practice, especially in a developing country like Bhutan. With the aim of broadening and building theory concerning teachers as researchers, this study explores perceptions, challenges, and perceived benefits in doing research from 237 teachers in Bhutan. Adopting sequential explanatory mixed-method research, data were collected with a modified version of a previously used questionnaire and follow-up interviews. The findings revealed that teacher-participants held a positive perception toward research. However, they were partly demotivated as they had to deal with a range of challenges while doing research. These included lack of time due to heavy teaching loads, lack of research knowledge, lack of incentives and recognition, lack of platforms and expertise, and lack of reliable resources including books. Nevertheless, participants were duly aware of how research benefits students, teachers, institutions, and the nation at large. Therefore, this study suggests Bhutanese policymakers, and beyond, especially in southern Asian regions of similar contexts, consider the presented findings to revamp teacher-researcher policy so that they can be better agents for the education system. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01