Revealing Barriers and Drivers: Internal and External Factors in Educators' Research Culture Development
DOI:
https://doi.org/10.48017/dj.v10i2.3414Keywords:
job conditions, research culture, teachers' participationAbstract
The absence of sufficient support systems including mentorship opportunities along with financial backing and institutional recognition prevents teachers from participating in significant research activities. This research investigated the internal and external factors that impacted research culture development and the extent of teachers' participation in research. The research revealed that gender, family obligations, communication skills, socioeconomic status, economic conditions, personal priorities, teacher attitudes, self-efficacy, and perception of research were the determining internal factors. External factors comprised administrative, school culture, colleague influence, environmental factors, facilities, salary supplements, course relevance, cost, and ongoing research. Majority of the respondents across teaching positions had yet to engage in research. There was no correlation between internal and external factors affecting research culture. There existed a slight and insignificant negative correlation between research productivity and internal and external drivers of research culture. Nevertheless, taking these factors into consideration is crucial in an effort to increase teachers' research involvement. The recommended solutions include extensive training, providing incentives, establishment of collaboration with higher learning, establishment of supporting structures, mentorship programs, award schemes, and monitoring on a regular basis in an effort to minimize challenges and develop education research supporting environment.
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