Interest of non-university teachers in educational research projects
DOI:
https://doi.org/10.1344/reire.42438Keywords:
interest, motivation, educational research, non-university teacherAbstract
INTRODUCTION. Educational research is a source of proven information and evidence for improving classroom teaching. The theoretical framework for this study is based on the concept of teacher motivation to engage in educational research.
METHOD. This study examined the levels of interest and participation in educational research of a sample of 429 teachers.
RESULTS. The results showed that there is a high correlation between all variables (participation, research competencies, motivation, and research knowledge) and three distinct teacher clusters/groups were determined. The first cluster was characterized by a high level of interest in research and active participation in research activities. The second cluster had a moderate level of interest and believed that research was positive and necessary but did not participate in research. Finally, the third cluster had no interest in research and did not participate in research activities.
DISCUSSION. These results have important implications for promoting research in the education field and suggest that efforts are needed to specifically engage the teachers who are currently not interested in research or are not involved in research activities.
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