SEARCHING FOR RESEARCHERS: FACTORS AFFECTING TEACHERS ENGAGEMENT IN RESEARCH

Research ability in teachers has long been seen as a crucial element that supports both their teaching practice, personal and professional growth. Specifically, when instruction is combined with research activities, teaching effectiveness will increase significantly. However, despite these various benefits, not many teachers are still willing to engage in research.

Various studies were conducted to understand this phenomenon and the top hindering factors that prevent them from engaging in research were finally revealed. First, they lack the knowledge and technical skills of conducting one. With the towering responsibilities on the shoulders of teachers both in their personal and professional lives, many would not opt to enroll in graduate studies. As a result, their lack of the needed knowledge and skills to embark on the journey of research affects their interest and attitude toward conducting one. Next is their workload. Despite the eagerness of teachers who have finished their postgraduate studies to conduct one and make a positive impact to improve the teaching and learning process, their teaching workload and other non-teaching responsibilities do not permit them to conduct one. Lastly, is the poor research culture. Conducting research requires the collaboration of the school community. When resistance from the non-research engaged who viewed research as an additional task or burden is encountered and guidance and motivation from mentors or master teachers who also conduct research is non-existent, teachers will feel a lack of support and connection to venture into research.

So, what can educational institutions do to encourage teachers to conduct educational research? To increase awareness and implementation of research among teachers, the school should augment their means of conducting research workshops, seminars, or LAC sessions among teachers. Then, to show support to aspiring researchers, sufficient resources should be provided, such as adequate time to plan and implement research and the provision of expert support or guidance from other seasoned researchers. If all these hindering factors are cleared, surely the school will no longer need to search, for supported and empowered teacher-researchers will willingly step out of their comfort zones and present themselves.( Contributed article)