Sustaining action research in schools: perspectives of secondary school teachers

Teachers’ engagement in action research is crucial to their professional growth and to the overall improvement of schools. Any country seeking to enhance teaching practices and the education sector as a whole, therefore, needs to implement strategies to sustain action research in schools. Hence, this study examined teachers’ perceptions of factors that can sustain action research in secondary schools. An exploratory case study research design was used, adopting a qualitative methodology. The study was carried out in Cameroon. The study participants were 60 secondary school teachers with experience in conducting action research (38 females and 22 males). Data were collected using a semi-structured interview guide and analysed thematically, using self-determination theory as a theoretical lens. This study offers several contributions to theory and practice. Firstly, the study extends the understanding and applicability of self-determination theory by using it to identify the factors that can sustain action research in schools. Secondly, the study reveals that there is a need to grant teachers the authority to utilise school resources (autonomy), enhance teachers’ knowledge and skills in conducting action research (competence), and foster positive relationships and connections among teachers within the school environment (relatedness). However, the findings show that teachers’ interest in action research is also essential. Recommendations to sustain action research in schools are provided.