Factors inhibiting teachers from research engagement: A review

Luu Bich Ngoc , Phuong Hoang Yen * , Ly Thi Bich Phuong and Vo Phuong Quyen

* Corresponding author (phyen@ctu.edu.vn)

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Received: 12 Jun 2016
Revised: 13 Jul 2016
Accepted: 29 Jul 2017
Published: 31 Jul 2017
DOI: 10.22144/ctu.jen.2017.022
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Luu, B. N., Phuong, H. Y., Ly, T. B. P., & Vo, P. Q. (2017). Factors inhibiting teachers from research engagement: A review. CTU Journal of Innovation and Sustainable Development , (06), 17-22. https://doi.org/10.22144/ctu.jen.2017.022
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No. 06 (2017)

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Abstract

Teachers’ research capacity has long been considered an important component that contributes to their own professional development as well as teaching practice. Specifically, teaching effectiveness will be improved significantly when teaching is integrated with research activities (Healey, 2005). However, various factors have prevented teachers from involving in as well as conducting research activities. Basing on existing literature, the current study reviews five common factors that prevent language teachers from research engagement. These factors include non-collaborative school culture; limitations in teachers’ awareness, beliefs, skills and knowledge; limited resources; demotivators and economic factors. 
Keywords: Inhibiting factors, research engagement, teachers

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