ممارسة البحوث الإجرائية لدى معلمي الرياضيات بالمرحلة الثانوية في المملكة العربية السعودية
This research aims to examine action research practice of high school mathematics teachers and their attitudes toward such practice, as well as to understand the various obstacles that hinder the implementation of action research. In doing so, the two researchers followed the descriptive approach through quantitative and qualitative data and applied a 28- item questionnaire on a cluster random sample consisting of (157) high school mathematics teachers in Riyadh. Moreover, a semi structured interview consisting of five open-ended questions has been applied on (67) teachers who participated in the questionnaire. Research findings showed that mathematics teachers recognize the importance of action research as being an effective tool in improving their class practices. However, more than 86% of teachers have never participated in action research during their work, nor independently. In addition, findings indicated that the lack of sufficient time, weak financial and emotional support, scarcity of teachers’ training programs in action research and lack of appropriate school atmosphere were among the most difficult obstacles that prevent mathematics teachers from practicing action research. In light of these findings, the researchers recommended disseminating the culture of action research within schools, training and motivating teachers to widely put action research into practice and developing a practical plan within schools to enable teachers to practice action research. (Published abstract)