Investigating The Algerian Secondary Education Teachers’ Role As Researchers: Ain Merane District/Chlef As A Case Study

Research has been considered as a continuous process among EFL practitioners for better knowledge stock about the field and performances. Consequently, teacher as a researcher in the secondary education is the core concern of this investigation. This journey aims at exploring teachers’ initiative to embark on research at the secondary education sector. This study is concerned with highlighting the present state of Continuous research process among teachers taking into consideration both opportunities offered by the Ministry of National Education and teacher’s initiative for research, via the lens of English as Foreign Language teachers career. The investigation targets problematic areas related to the aforementioned issues as; motivation, Detriments, research engagement and teachers’ perception of research in their fieldwork and interest. To attain this objective, the researchers opted for the use of a mixed-methods approach namely; delivering a questionnaire to twenty [20] teachers from three different secondary schools in Ain Merane district/Chlef. Then, the inspector of English at this district was also interviewed. Findings revealed a wide gap between the research perspective and its ongoing in the secondary education sector, due to detriments as; absence of support by the administration. Yet, teachers’ total absence in doing research is a consequence of time detriment. The need for a more responsive and inclusive room for a serious research framework is underscored by the current study. Ultimately, ensuring high-quality in the educational process and its adaptability to promoting landscapes in the sector of education can be realized through backing up teachers' professional development.