Cultural factors influencing Bhutanese secondary science teachers’ implementation of action research ( Factores culturales que influyen en la práctica de la investigación acción del profesorado de ciencias de un centro de secundaria de Bután )

Abstract

As a new reform initiative, science teachers in Bhutan are encouraged to conduct action research to improve their teaching practices. This study explored the influence of Bhutanese culture on secondary science teachers’ implementation of action research. By focusing on the action research conducted by three secondary science teachers in a case study school, data were collected using interviews, teachers’ diaries and classroom observations. The data analysis using the coding procedure of grounded theory showed four cultural factors influencing teachers’ efforts. The hierarchical education culture led to curriculum coverage concerns and time constraints. The culture of respecting seniors without questioning, a part of the Driglam Namzha norm, impeded the teachers from seeking leadership support. Tha Dam Tshig, the Buddhist value of maintaining positive relationships, Lhachoe Gyewa Chu and Zhenphen, the Buddhist principles of benefitting others, amplified teachers’ motivation and team efforts. Recommendations are proposed for the Ministry of Education and school leaders to consider these factors in supporting teacher action research and for future international studies to consider the influence of religious values on action research.