Omani Teachers' Attitude Toward Classroom Research

Abstract

Although there has been a lot of research done to investigate teachers' attitudes toward classroom research, there has been little research, if any, in the Gulf area, and especially in Oman. In fact, classroom research is an important tool not only to develop teachers, but also to improve students as well as the educational system in schools. As an English supervisor working in the English departments, I wonder why Omani teachers are reluctant to conduct classroom research. Thus, the purpose of this study is to investigate what Omani teachers think of classroom research. How do they value its findings? Do they believe in it as a tool for their social and professional development? Do they have the basic skills to conduct classroom research properly? What are the obstacles that hinder them from doing classroom research? In order to investigate Omani teachers' attitudes, I asked teachers and senior teachers to complete a survey of closed-ended and open-ended questions. Then I interviewed a number of teachers and senior teachers to understand their responses to the survey better and to clarify other interesting points. The findings suggest that Omani teachers strongly value classroom research and believe it has a positive impact on the development of teachers, students and schools. The findings also show Omani teachers' strong desire for the results of classroom research to be partially implemented in their schools, but not completely. However, it is also clear that teachers encounter a number of basic obstacles that distract them from conducting classroom research. Heavy school duties, time, and lack of courage were the most frequent obstacles pointed out by the teachers.