Practices, beliefs, and challenges of teacher research in Nepal.

This article examines the practices, perceptions, and challenges of in-service Nepali public-school English as a Foreign Language (EFL) teachers who are mandated to conduct action research using a four-stage model (plan, act, observe, reflect) for their professional development and performance appraisal. Analysis of 88 action research reports and interviews with six teachers reveals that while teachers recognize the value of action research for improving teaching and professional growth, their reports often lack critical reflection and supporting evidence, and many follow a linear rather than cyclic research process. Key challenges include insufficient mentoring support, heavy teaching workloads, limited English proficiency for report writing, and a perception of research as burdensome and disconnected from practical teaching needs. The study suggests that institutionalizing mentoring and adopting alternative, teacher-friendly documentation methods could enhance the effectiveness and sustainability of action research among Nepali EFL teachers.