Within the last few decades the conception of research engagement has been widely considered vital in teachers’ professional development. The literature is replete with numerous arguments both about the benefits of doing and reading research and the reasons for doing so. Within these discussions, however, the opinions of teachers are mostly ignored or reflected only circumstantially. The present study was conducted to investigate the reasons for which Iranian English teachers engage in research. First, a provisional survey questionnaire was designed, using experts’ opinion and a comprehensive review of the related literature. The instrument was then validated through conducting exploratory factor analysis on teachers’ responses to the survey instrument. Analysis of the results showed that teachers’ reasons and motivations for research engagement can best be categorized in four groups: benefits for professional development, instrumental and personal motivations, organizational expectations, and pedagogical benefits. Subsequent analyses also revealed that research engagement among Iranian English teachers is mainly shaped for personal and professional reasons. The findings point to the importance of developing a holistic perspective toward educational research in order to promote research engagement, making it a sustainable path to professional excellence for language teachers.
Mehranirad, M. (2023). English teachers’ motivation for research engagement. Applied Linguistics Inquiry, 1(1), 67-73. doi: 10.22077/ali.2022.5574.1004
MLA
Mehdi Mehranirad. "English teachers’ motivation for research engagement". Applied Linguistics Inquiry, 1, 1, 2023, 67-73. doi: 10.22077/ali.2022.5574.1004
HARVARD
Mehranirad, M. (2023). 'English teachers’ motivation for research engagement', Applied Linguistics Inquiry, 1(1), pp. 67-73. doi: 10.22077/ali.2022.5574.1004
VANCOUVER
Mehranirad, M. English teachers’ motivation for research engagement. Applied Linguistics Inquiry, 2023; 1(1): 67-73. doi: 10.22077/ali.2022.5574.1004
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