📄 Abstract
This study aims to determine the extent of teachers’ engagement in educational research, focusing on basic and action research, research publication, collaborative research, and professional development. It also identifies the challenges teachers face and examines whether engagement varies based on position, educational attainment, and the number of research-related trainings. A descriptive quantitative design was employed with 109 respondents. Findings reveal that teachers are actively involved in various types of educational research but encounter significant barriers such as time constraints, scheduling conflicts, limited access to academic resources, lack of mentorship, insufficient institutional support, and limited understanding of the research-education connection. These challenges hinder full participation in research activities. The study also concludes that engagement significantly differs according to teachers’ position and the number of research trainings attended, highlighting the importance of professional development opportunities. However, educational attainment does not significantly affect research engagement, suggesting that higher degrees alone do not guarantee increased participation. To improve teachers' involvement in research, the study recommends implementing research-friendly policies, such as dedicated research time, reduced workloads, and flexible schedules. Establishing mentorship programs and expanding access to academic resources are vital. Institutional support through grants, incentives, and recognition can further motivate teachers. Additionally, fostering a research culture via workshops and collaborative activities, alongside enhanced professional development in research methodology and academic writing, will equip teachers with the skills needed for successful research engagement.
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📚 How to Cite:
Romelia P. David, Analyn B. Fabian, Sitti Fatima Faira F.Salasain , TEACHERS’ ENGAGEMENT AND CHALLENGES IN EDUCATION RESEARCH: BASIS FOR INTERVENTION , Volume 12 , Issue 11, November 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 35 - 44 , DOI: https://doi.org/10.36713/epra29127