درجة ممارسة معلمات التّعليم العام لمهارات البحوث الإجرائية بإدارة تعليم جدة من وجهة نظرهن
The study aimed to identify the degree to which public school female teachers practice action research skills in the Jeddah Education Department from the teachers' perspective. It also aimed to reveal the personal and administrative challenges that face the teacher when conducting action research. Furthermore, it aimed to reveal statistically significant differences at the significance level (0.05≤α) between the degree of practicing the action research skills of public-school teachers are attributed to one of the following variables (certificate qualification, years of experience, training courses in the field of research). In addition, it aimed to give suggestions to overcome the challenges facing the female researcher teacher in practicing action research from the teachers' perspective. The study was conducted on public school female teachers in Jeddah. The study used a quantitative-descriptive analytical method, and the study sample included (384) female teachers from the study population. The questionnaire tool was also used. The study reached several results, including: the weak practice of action research skills by public school teachers in the Jeddah Education Department; Where appeared with a low degree in the four skills identified by the researcher in the study, which are ranked in descending order, the highest of which is writing the research report, then reviewing previous literature, formulating questions and hypotheses, then developing a research plan and implementing procedures, then defining the problem in the last rank, and the results of the questionnaire showed that there are some challenges. These challenges came to a very high degree in personal, school, and administrative challenges, as the preparation of action research requires time and effort. In light of these results, a set of recommendations and proposals were reached. (Author’s abstract)