Exploring Challenges and Key Barriers to Research Engagement among Student Teachers: A Case Study of Farhangiyan University of Markazi Province

Document Type : Original Article

Author

Department of Educational Sciences, Farhangiyan University, Tehran, Iran.

10.22091/jrim.2025.12117.1191

Abstract

This study aims to explore the challenges and main barriers to research engagement among student teachers. A descriptive-explanatory mixed-methods approach was adopted. The quantitative part utilized a descriptive-survey method, while the qualitative part employed a phenomenological approach. The research population consisted of student-teachers at Farhangiyan University (Zeynab Kobra and Bahonar campuses) in Markazi Province. For the quantitative section, 334 participants were randomly selected, and for the qualitative section, 20 participants were purposefully sampled based on criteria such as academic excellence and national exam rankings. Data collection in the quantitative part relied on the "Barriers to Academic Research" questionnaire (Karimian et al., 2011), which includes 46 Likert-scale items. Data were analyzed using regression models, factor analysis, and the Friedman test. For the qualitative part, semi-structured interviews were conducted and analyzed using Colaizzi's method.The quantitative results revealed that six dimensions of research barriers are interrelated and can be categorized under the overarching theme of "research barriers." Additionally, professional barriers emerged as the most significant factor. The qualitative findings led to the identification of three main themes (resource challenges, personal challenges, and challenges in accessing academic advisors) and nine sub-themes. It was concluded that professional barriers, such as lack of experience, limited knowledge of information resources, and poor time and practical management skills, are the most critical barriers to research engagement among student teachers.

Keywords

References

Bazargan, A. (2022). An Introduction to Qualitative and Mixed Methods Research Approaches in Behavioral Sciences(5th Ed.). Didar Publishing.(in Persian)
Cooper, J. (2019). The Importance of Teacher Behavior in Increasing Student Success: Are Teachers Prepared to Meet the Needs of Students with Emotional or Behavioral Disorders?. The Journal of Teacher Education Division of the Kentucky Council for Exceptional Children, 6 (1), 1-20.
Costa, P. T., Jr., & McCrae, R. R. (2020). The five-factor model of personality. Annual review of psychology, 71, 463-488.
 
Der Manian Tabatabaei, S.A.H., & Dastjerdi, K. (2023). Research Barriers from the Perspective of Students and Faculty Members of Islamic Azad University, Najafabad Branch. Journal of Medical Education Research, 15(3), 15-24.(in Persian)
Dolma, P., Thinley, J. (2022). Contemporary Mathematics Practices of Engagement, such as "Try This," as They Begin Their Mathematical Lessons. Journal of the International Society for Teacher Education, 26 (1), 56-71.
Fundamental Transformation Document of Education. (2014). Approved by the Secretariat of the Supreme Council of the Cultural Revolution.(in Persian)
Ghasemi Zadeh, A. (2019). Investigating Student Participation Problems in Research Activities and Providing Suitable Solutions. Journal of Educational Research, 38, 46-59. (in Persian)
Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educationa Research and Evaluation, 21 (3), 257-298.
Karimian, Z., Sabaghian, Z., & Saleh Sadeghpour, B. (2011). Questionnaire on Research Activity Barriers in Universities. (in Persian)
Lee, J., & Kim, S. (2021). Factors influencing research engagement among preservice teachers: A systematic review. Asia-Pacific Education Review, 22(3), 391-406.
Madani, S.H., Mohammadi Pouya, S., & Seyed Nazerloo, S.T. (2022). Analysis of Key Inhibiting Challenges and Obstacles to Teachers' Research Engagement in East Azerbaijan Province: A Phenomenological Study. Journal of Education and Learning Studies, 14(2), 1-28. (in Persian)
National Curriculum of the Islamic Republic of Iran. (2012). Approved by sessions 857 to 872 of the Supreme Council of Education. (in Persian)
Narenji Thani, F., & Mirkamali, S.M. (2018). Qualitative Research on Identifying Knowledge Creation Barriers in Universities. Journal of Higher Education Research and Planning, 23(3), 71-97. (in Persian)
Sha'ar, M., Waluyo, B., Lailatur Rofiah, N. (2024). Student learning experience with technology-supported feedback in higher education: a phenomenological study. Research and Practice in Techology Enhanced Learning, 20 (4), 15-30.
Taherpour Kalantari, M., & Gholampour, M. (2022). Synthesis Research of Teachers' Professional Development Components and Indicators. Journal of Curriculum Research, 12(2), 103-121. (in Persian)
Wang, J., Chen, Y., & Liu, Y. (2022). The impact of social capital on preservice teachers' research engagement: A social network analysis. Educational Research, 64(4), 449-465.
 Zhang, J., Chen, X., & Wang, L. (2022). Factors influencing preservice teachers' research engagement: A meta-analysis. Educational Research Review, 37, 100507.
Zardeto-Sabec, G., Almeida, R., Mônica Micheli, A., Reinert, J. (2020). Changing education with active methodologies. BrazilianJournal of Development, 6 (6). 524-539.
Zhao, Y., Xie, K., & Zhou, J. (2020). The impact of information literacy on undergraduate students’ research engagement. The Journal of Academic Librarianship, 46(5), 101-134.
 
 
Research In Instructional Methods
Volume 3, Issue 4 - Serial Number 12
February 2026
Pages 92-104

Files

History

  • Receive Date: 13 January 2025
  • Revise Date: 09 March 2025
  • Accept Date: 01 May 2025

Share

How to cite

Statistics