A Qualitative Thematic Analysis of Faculty Engagement and Non-Engagement in Research

Abstract

Teacher perceptions on the conditions facilitating research engagement and non-engagement were explored among faculty
members of a private non-sectarian university in Manila. Teacher respondents in the college level (N=36) were asked to respond to a
brief open-ended questionnaire and interview from which the qualitative research data were gathered. Qualitative analysis of data was
conducted by identifying emergent thematic categories. The faculty perceived that conditions facilitating research engagement include:
administrative support, time element, money matter, recognition, individual attributes, career advancement, team collaboration, topic,
scope, and teacher responsibility.The outcomes on this paper shed some light on the idea that teachers are more likely to value
research if they are given enough administrative support, time, money and recognition in the context of their own situation. If only
teachers are provided with such and be encouraged to be more responsive to research, it is possible that the culture of research will be
strengthened within and even outside the school community. As a result of these findings, the study recommends the following
provisions: (a) improved research benefits and incentives, (b) faculty development program in the form of research trainings and
seminars , (c) encouragement that starts in the departmental level, (d) clear research rules and guidelines set by the management, (e)
professional research group affiliation, (f) university research institutes or centers.