From Teaching to Inquiry: Research Engagement among Senior High School Teachers in Ghana

From Teaching to Inquiry: Research Engagement among Senior High School Teachers in Ghana | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article From Teaching to Inquiry: Research Engagement among Senior High School Teachers in Ghana Alhassan Mohammed Baidoo, Ivy Nkrumah, Stephanie Brako Boateng, and 8 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7039766/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Teachers' involvement in research is crucial to raising the standard of education and implementing evidence-based instruction. The degree and variables affecting research engagement among Ghanaian senior high school (SHS) teachers, however, are poorly understood. The purpose of this study is to evaluate the degree of research engagement, barriers, motivators and institutional support influencing SHS teachers' engagement in research. Methods A quantitative, descriptive research approach was used, with data obtained from 1,690 SHS teachers in Ghana's public and private schools using a structured survey. The study analyzed responses using IBM SPSS Statistics Version 28 and R version 4.1.0, and the results were presented in tables, charts, and graphs. Results The findings reveal that research engagement among SHS teachers is low, with only 4.1% having conducted and published research. Major barriers include lack of motivation (23.7%), heavy workload (21.6%), insufficient training (17.1%), and limited access to research resources (75.1%). Additionally, 90.5% of teachers reported a lack of institutional support. While personal interest (81.8%) was the dominant motivator for research, institutional incentives such as professional development (0.1%) and contributions to the educational field (0%) were nearly absent. The study also confirms that research and publication skills significantly influence engagement, with only 5.3% of respondents having received formal research training. Conclusion The study highlights systemic deficiencies hindering research engagement among SHS teachers in Ghana, describes the extent to which various barriers and motivators contribute to these limitations, and recommends systemic reforms required to eliminate these challenges. Research engagement institutional support motivators systemic barriers Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Background Research engagement has been widely studied in various educational contexts (Levin et al., 2003). However, these studies primarily focused on schools in developed countries, leaving a gap in understanding how these factors operate in developing contexts such as Ghana. Currently, there is insufficient information on both the extent and the understanding of the various factors that hinder the engagement of teachers in research within Ghanaian senior high schools (SHS). Local studies have focused mainly on tertiary institutions or on broader contexts of education, leaving a gap regarding senior high school teachers specifically (Levin et al ., 2003). Meanwhile, limited research engagement among teachers has significant implications for the quality of education, as it affects the use of evidence-based practices in classrooms (Borg, 2009 ). In the absence of a study targeted specifically at investigating these issues, policy makers may continue to rely on inapplicable research data, leading to deficient outcomes and a widening gap between educational practice and current research. Also, without adequate understanding on this subject, SHS teachers are less likely to contribute to the broader educational research community, which consequently limits the development of contextually relevant educational theories and practices in Ghana. Therefore, if this study is not conducted, stakeholders risk preserving a cycle of stagnation in educational quality and teacher professionalism, which could ultimately undermine efforts to achieve academic excellence in Ghana. The purpose of this study is to examine the current level of practices and attitudes towards research, explore the barriers and motivators, and critically analyze institutional factors influencing research engagement among senior high school teachers in Ghana. It also hypothesizes that research and publication skills (know-how) significantly influence the level of research engagement among SHS teachers in Ghana. This study aims to fill this gap by providing empirical evidence on Ghanaian perspectives of the subject. Understanding these factors is crucial for developing effective interventions that encourage teachers to integrate research into their professional practices. Since most existing studies focus on higher education or broader educational settings, with limited focus on the unique context of senior high schools, the present study will make a substantial contribution to the academic literature by addressing a significant gap (EL-Deghaidy et al., 2015 ). It will provide empirical evidence that can serve as a foundation for future studies, encouraging more context-specific research in similar educational settings. The findings will also provide valuable data for international comparisons, allowing researchers to examine how factors influencing research engagement may vary across different cultural and educational contexts (EL-Deghaidy et al., 2015 ). Understanding these factors can help school administrators in designing school activities and policies that support a research-oriented environment ( Hammersley-Fletcher, 2015 ). The findings from this study can also inform educational policymakers about the specific needs and barriers faced by teachers in engaging with research. This can lead to the formulation of targeted policies and programs that provide the necessary support and resources for teachers to engage in research activities(Munn, 2011 ). Research Methodology This study employed a non-experimental, descriptive research design. It adopted a quantitative research design for the systematic collection and analysis of numerical data, enabling the identification of patterns, trends, and relationships among variables. The study involved 1,690 SHS teachers from both public and private schools across Ghana selected using stratified random sampling technique. The sample size of 1,690 SHS teachers, ensuring a confidence level of 95% and a margin of error of 5% using Krejcie and Morgan's formula (Chuan, 2006 ). A quantitative survey was conducted with a structured questionnaire developed using Google Forms. A preliminary survey with 30 teachers was conducted to ensure clarity of questionnaire prior to data collection. The data was collected and stored using Microsoft Excel version 2016 software. IBM SPSS Statistics Version 28 and R version 4.1.0 were used for data analysis, and results were presented using tables, charts, and graphs to enhance clarity and interpretation. The study also adhered to ethical research practices such as informed consent, confidentiality and voluntary participation. Results Table 1 Numerical representation of research-related activities Frequency Reading research articles Conducting classroom-based research Collaborating on research projects Attending research focused workshops Presenting research findings Publishing research findings Always 50 0 0 14 1 0 Never 225 615 838 378 1244 1382 Often 242 205 92 229 19 2 Rarely 550 619 484 280 239 222 Sometimes 623 251 276 789 187 84 Table 1 shows the numerical representation of the frequency in which all respondents engage on selected research-related activities. Table 2 Factors discouraging research engagement Obstacle Number of Responses No motivation (no reward for engaging in research) 1223 Insufficient time due to heavy teaching and administrative workloads 1113 Insufficient training on research and publication skills 880 Lack of financial resources 862 Limited access to research materials and academic journals 590 Lack of support from school administration 490 Table 2 highlights the factors discouraging research engagement among SHS teachers in Ghana. Figure 1 provides a graphical display of the number of teachers who have ever conducted and published research. Figure 2 , Fig. 3 and Fig. 4 represent the frequencies at which teachers read research articles, present research findings at conferences and publish research findings respectively. Figure 5 demonstrates the number of respondents who have encountered obstacles in attempting to conduct research, Fig. 6 displays various motivators for research among respondents, whilst Fig. 7 illustrates recognition for research among teachers. Figure 8 demonstrates the number of respondents with access to resources, Fig. 9 illustrates the number of respondents getting institutional support, whilst Fig. 10 highlights number of respondents trained in research and publication know-how. Discussion Research Practices and Attitudes The study reveals that research engagement is considered a secondary activity among senior high school teachers in Ghana. As shown in Fig. 1 , only 4.1% (69 teachers) reported having conducted and published research. The fact that 95.9% of teachers have never published research is a strong indication that research is not embedded in the professional culture of SHS teaching in Ghana. This suggests that teachers who have published research are doing so outside institutional requirements, possibly driven by personal ambition or external academic pursuits. The extent of research engagement revealed by this study aligns with the findings of P.H. et al ., (2017), as it confirms the low level of engagement among teachers. The results in Fig. 2 shows a concerning trend of research consumption, where a number of respondents do not frequently read research articles. For instance, 32.5% of the respondents rarely read research articles, while 13.3% of them never read it at all. Only 3.0% of the respondents always read articles, which demonstrates a critical gap in research engagement. The pattern appears similar regarding the frequency with which respondents have been conducting classroom-based research. A significant proportion of respondents (36.4%) never conducted classroom based-research, with equally significant number (36.6%) rarely doing so. No teacher responded to having conducted classroom-based research always , and only 12.1% have been doing so often as shown in Table 1 . This suggests that respondents are less engaged with classroom-based research, which may lead to reduced quality of classroom studies. The results also reveal a concerning trend of low research collaboration among SHS teachers. This arises as only 5.4% of respondents engage in often collaboration, with 28.6% rarely doing so and nearly half (49.6%) never engaging in collaborative research projects as shown in Table 1 . This is a significant barrier to research engagement, as collaboration is an essential component of research that fosters knowledge sharing, innovation, and the pooling of resources and expertise. This frequency of collaboration suggests that teachers are largely working in isolation, limiting their ability to produce quality research outputs and contribution to the broader educational field. The findings of Guetterman et al., ( 2015 ) emphasizes the need for systemic collaborations to enhance research engagement among teachers. These results align with findings on barriers such as lack of institutional support (where 90.5% respondents reported no support), insufficient training (where 94.7% lack research skills), and limited access to resources (where 75.1% lack access to journals and databases), all of which hinder collaborative efforts. As displayed in Table 1 , the data on attendance at research skill workshops highlights a gap in research engagement opportunities, with 22.4% of respondents never attending such workshops and 16.6% attending only occasionally. This indicates that a significant portion of teachers lack exposure to formal training in research methods, which is critical for developing the skills and confidence needed to engage in research activities. The extremely low percentage of teachers who attend these workshops always (0.8%) or often (13.6%) further suggests that there is limited accessibility to such training programs. The lack of engagement with such workshops aligns with other findings on barriers such as insufficient training and low institutional support, and collectively hinders teachers’ ability to conduct research. The results presented in Fig. 3 reveals an alarming pattern of 73.6% respondents never presenting their research findings, and 14.1% rarely doing so. This indicates that the vast majority of teachers who might have conducted research, are not sharing their findings as a means of contributing to the broader educational field. The lower representation of respondents who often (1.1%) or always (0.1%) present their research findings further emphasize the impact of the aforementioned systemic barriers to research engagement. The absence of research presentations also suggests that teachers may not be conducting research at all or may lack the confidence, skills, or platforms to share their work. This aligns with the findings on low collaboration rates and infrequent attendance at research skills workshops. As illustrated by Fig. 4 , the frequency of publishing research reveals a significant gap, with an alarming 81.8% of respondents never publishing their research findings and 13.1% doing so only on rare occasions. This indicates that a significant number of teachers are not contributing to the academic or professional body of knowledge through publications, a critical aspect of research engagement. The nominal publishing rates, with no respondent publishing always , and only 0.1% often doing so also emphasizes the aforementioned systemic barriers such as lack of institutional support, insufficient training, and limited access to resources. The lack of publishing among teachers also reflects broader challenges, including low collaboration rates and infrequent attendance at research skills workshops, all of which contribute to a cycle of disengagement from research. The absence of publications further limits the visibility and impact of teachers' work, reducing opportunities for recognition and professional growth. The results of the study reveals that over 60% of respondents never conduct research, collaborate, or present findings, which suggests that research is often an afterthought for SHS teachers, if considered at all. Barriers and Motivators for Research Engagement The results of the study reveal significant challenges to teachers’ involvement in research activities, the most common of which is a lack of motivation or reward (23.7%), which implies that many teachers lack sufficient incentives to engage in research. This is closely followed by a high workload (21.6%) as presented in Table 2 , indicating that the demanding nature of teaching leaves little time and energy for research. This aligns with the findings of Di Domenico & Ryan, ( 2017 ) which emphasizes the negative impact of high workload on teachers’ research engagement. These two barriers demonstrate that there is in fact a systemic issue in Ghana's teaching profession, as the current framework neither emphasize nor enhance research engagement. Additionally, insufficient training (17.1%) and lack of financial resources (16.7%) compound the problem. The lack of training shows that many teachers may not feel fully ready to undertake research, and financial constraints limit their access to research equipment, resources, and professional development opportunities. Limited access to research materials (11.4%) and a lack of school support (9.5%) also confirms institutional shortcomings in developing a research culture. According to the study, 54.0% of respondents encountered one or more of the barriers presented in Table 2 in an attempt to conduct research. As shown in Fig. 5, 46.0% of respondents reported no such issues. With reference to the results presented in Table 1 , where a significant proportion of respondents (36.4%) never conducted classroom based-research, with 36.6% rarely doing so, taking the "No" responses as an indication that these teachers did not attempt to undertake any research at all provides a more nuanced picture of the situation. This implies that nearly half of all teachers may be completely disengaged from research efforts. The majority of respondents who faced challenges are likely to have attempted to conduct research but were hampered by factors such as lack of motivation, a heavy workload, insufficient training, financial restraints, limited resources and lack of institutional support. This paradox is a matter of concern, although some teachers are motivated to perform research but are confronted by systemic barriers, a considerable proportion may not even see research as part of their professional responsibility. This study reveals that personal interest (81.8%) is the dominant driver and the primary motivator to research as shown in Fig. 6 . This discovery aligns with those of Sönmez Boran, ( 2018 ) as it reinforces the role of personal interest in teacher research. This suggests that intrinsic motivation plays a critical role in encouraging teachers to engage in research, likely because it aligns with their own curiosity or desire for self-improvement. Extrinsic motivators such as professional development (0.1%) and contribution to the field of education (0%) are strikingly low, indicating that institutional incentives are either absent or ineffective in fostering research engagement. Improved teaching practices (18.1%) also emerge as a secondary motivator, demonstrating the practical benefits of research to classroom outcomes as viewed by some teachers. However, the findings on professional development and contribution to the field as motivators defines a disconnection between teachers' personal interests and broader professional goals. This aligns with the findings on barriers such as lack of motivation and limited school support, suggesting that the current environment does not adequately recognize research as a valuable professional activity. There is also a revelation of a stark disparity when it comes to research effort recognition as displayed in Fig. 7 , with only 6.5% of respondents having their research efforts recognized. This appears to be a threat to evidence-based instruction. The effect is demonstrated in in Table 1 , where a significant proportion of respondents (36.4%) never conducted classroom based-research, with 36.6% rarely doing so. The less recognition may as well intensify existing barriers such as lack of motivation, as teachers may perceive research as an unrewarding to their profession. It also aligns with the findings that personal interest is the primary motivator for research engagement, as extrinsic motivators like recognition are virtually absent. This suggests that institutions do not prioritize research in the teaching profession, which could hinder research engagement in schools. The findings align with that of Godfrey & Brown, ( 2018 ), as it highlights similar systemic barriers as critical obstacles to research engagement. The underutilization of the research skills among teachers with master’s degree, despite formal training further reflects barriers such as heavy workloads and institutional neglect, as observed in studies on newly qualified teachers by D. Ayres, ( 2019 ). This also correlates with the findings of Ajzen, ( 1991 ) and Balyer et al., ( 2015 ). Institutional Support This work has revealed a significant determinant to research engagement as explained in Fig. 8 , with only 24.9% of respondents having access to essential resources such as journals, databases, and funding. These barriers severely limit teachers' ability to conduct meaningful and quality research. The results aligns with earlier data on barriers such as limited access to research materials (11.4%) and lack of financial resources (16.7%), further emphasizing the systemic challenges that hinder research engagement. It also aligns with the findings of Godfrey & Brown, ( 2018 ) which highlighted the importance of institutional support in research engagement. The scarcity of resources might also contribute to the low level of motivation for research, as teachers may perceive their efforts as futile without adequate resources. There is a significant deficiency when it comes to institutional support for research as illustrated by Fig. 9 , with only 9.5% of respondents benefiting from institutional encouragement and policies for research. This confirms the hypothetical systemic barrier, and aligns with earlier findings on barriers such as lack of school support (9.5%) and low recognition of research efforts (6.5%). It also aligns with the findings of D. J. Ayres, ( 2017 ), as it reveals the influence of institutional support on teacher engagement in research. The substantive lack of institutional support also intensifies other challenges, including limited access to resources, heavy workloads, and insufficient training, further hampering research engagement. The findings also aligns with D. Ayres, ( 2019 ), suggesting that the absence of institutional mechanisms to sustain research engagement post-training perpetuates low publication rates, a phenomenon documented in studies of early-career teachers. Hypothesis Testing: Influence of Research and Publication Skills The responses on the types of research being conducted by teachers are quite minimum, only 0.9% of respondents engage in Action Research, 1.5% in Classroom Research, and 1.6% in Educational Research. This low response suggest that many teachers might not be familiar with different research methodologies or might not feel confident in applying them. This shows a significant barrier to research participation, and one likely explanation is a lack of research know-how. The hypothesis of the study is strongly supported by the data shown in Fig. 10 , which reveals that only 5.3% of teachers have received training in research methods. This demonstrates a deficiency in the professional development of teachers, as the lack of research know-how directly hinders their ability to engage in research activities. The results therefore reveal that teachers feel less equipped to design, conduct, and publish research. This result aligns with earlier findings on barriers such as insufficient training (17.1%). The absence of these skills further results in other challenges, creating a perpetual cycle of detachment from research. This correlates with the low levels of recognition (6.5%) and institutional encouragement (9.5%), as teachers who lack research skills are less likely to produce meaningful research outputs that could be acknowledged. This suggests that research and publication skills significantly influence the level of research engagement among SHS teachers in Ghana. Limitations of the Study The reliance on self-reported data might have introduced bias, as respondents may overstate or understate their research engagement and their personal attitudes toward research. This assumption is partly informed by a clear disparity between respondents who have ever conducted and published research (4.1%) and the frequency at which respondents publish research findings (18.2%), where 0.1% often publish, 5.0% do so occasionally and 13.1% rarely do so. These two outcomes are generally contradictory, and points to the fact that respondents were not consistent in answering the survey questions. While the sample was representative, the findings may not be generalizable to all SHS teachers in Ghana due to regional or institutional differences. Conclusion This study emphasizes the absolute necessity for systemic reforms to cultivate a culture of research participation among Ghanaian SHS teachers. The findings reveal a concerningly low degree of research participation among SHS teachers in Ghana, with only 4.1% of respondents conducting and publishing research, suggesting that research is not deeply embedded in the professional culture of SHS teaching in the country. The study identifies several systemic barriers contributing to this low engagement, including lack of motivation (23.7%), heavy workload (21.6%), insufficient training (17.1%), and limited access to research resources (75.1%). It further reveals that 90.5% of teachers lack institutional support in conducting research. Additionally, the absence of collaboration, conference presentations, and publication of research findings describes a broader disengagement from the research process, with 73.6% of teachers never presenting their findings and 81.8% never publishing their work. The study also highlights the critical role of personal interest as the dominant motivator for research engagement (81.8%), while extrinsic motivators such as professional development (0.1%) and contribution to the field (0%) are virtually absent. This suggests that teachers rely heavily on intrinsic motivation to engage in research, as institutional incentives and recognition are deficient. The study finally reveals that research and publication skills significantly influence the level of research engagement among SHS teachers in Ghana. Meanwhile, lack of research know-how remains a significant barrier, with only 5.3% having received training in research methods. The findings of this study therefore provide a foundation for future research and policy initiatives aimed at promoting research engagement in the teaching profession. Recommendations The study recommends introduction of policies that will be implemented to alleviate the barriers highlighted by this study. Collaboration platforms, such as school-based seminars should be established to encourage knowledge sharing and increase the visibility of teachers' research. In order to successfully achieve this, it is recommended to the research community to carry out a subsequent study where teachers’ perspectives on the potential solutions of the concerns raised can be shared. Declarations Ethics approval and consent to participate Informed consent was obtained from all participating teachers prior to data collection. Study participation was voluntary, and respondents were assured of confidentiality and anonymity. Consent for publication This is not applicable because this manuscript does not contain personal data from individuals. Availability of data and materials The anonymized datasets and analysis are available upon request. Competing interests There is no competing or conflict of interest related to this work among its authors. Funding There was no specific funding for this work. Clinical trial number Not applicable. Authors' contributions AMB: Research lead - Conceptualization, methodology, formal analysis, writing of original draft IN: Data cleaning, validation, writing through reviewing and editing SBB: investigation, resources, visualization and writing through reviewing and editing AYA: Software (SPSS/R) and data analysis NA: Writing through reviewing and editing, project administration RBA: Survey design and data collection EEF: Statistical validation, data cleaning and methodology JA: Data collection and data analysis EEN: Literature review, data analysis and writing through review & editing BM: Data collection and institutional liaison IMB: Administrative support, proofreading, data collection and institutional liaison All authors reviewed and approved the final manuscript. Acknowledgements We thank all participating senior high school teachers for their cooperation and support. References Ajzen, I. (1991). The theory of planned behavior. 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The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of teacher education , 54 (2), 135-149. Munn, P. (2011). Educational research by association: AARE presidential addresses and the field of educational research. Journal of Education Policy , 26 (5), 730–732. https://doi.org/10.1080/02680939.2011.589136 P.H., Y., V.P., Q., L.T.B., P., & L.B., N. (2017). Factors inhibiting teachers from research engagement: A review. Can Tho University Journal of Science , 06 , 17. https://doi.org/10.22144/ctu.jen.2017.022 Sönmez Boran, G. (2018). Effect of Research Engagement on EFL Teachers’ Motivation for and Efficacy in Teacher-Research. TED EĞİTİM VE BİLİM . https://doi.org/10.15390/EB.2018.7499 Additional Declarations No competing interests reported. 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School","correspondingAuthor":false,"prefix":"","firstName":"Ishmael","middleName":"Mohammed","lastName":"Baidoo","suffix":""}],"badges":[],"createdAt":"2025-07-03 15:38:12","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7039766/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7039766/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":86750364,"identity":"11e4ec40-5cf9-494c-be17-2ee6ea5d8d26","added_by":"auto","created_at":"2025-07-15 08:25:03","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":14578,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eRespondents who have ever conducted research and published their findings\u003c/em\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/aeccf9b571a53d9d815b4f8a.png"},{"id":86750664,"identity":"53036a35-a55f-4333-bae8-862997d19402","added_by":"auto","created_at":"2025-07-15 08:33:03","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":35388,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eReading of research articles\u003c/em\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/320cc7f22ddc8b5bbb2b3575.png"},{"id":86749103,"identity":"12e479a3-8a35-47c5-b4bc-6993888e91a8","added_by":"auto","created_at":"2025-07-15 08:17:03","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":31873,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003ePresenting at conferences\u003c/em\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/72e0fe8b4718df4cf4f4cfbc.png"},{"id":86749105,"identity":"612454bb-64f7-4841-83bc-7bca845ad957","added_by":"auto","created_at":"2025-07-15 08:17:03","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":34822,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003ePublishing of research findings\u003c/em\u003e\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/42334750e1792aa9b71367bc.png"},{"id":86749109,"identity":"ecf3b487-50b9-4074-afe7-872fa2c753b7","added_by":"auto","created_at":"2025-07-15 08:17:03","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":11737,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eRespondents encountering barriers\u003c/em\u003e\u003c/p\u003e","description":"","filename":"5.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/b3f39027358d8d458c79ab5f.png"},{"id":86750369,"identity":"1c5414c7-e8df-473f-ac3d-4734152deba1","added_by":"auto","created_at":"2025-07-15 08:25:03","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":16796,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eMotivation for research among high school teachers\u003c/em\u003e\u003c/p\u003e","description":"","filename":"6.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/cfface865abd76e6419e1747.png"},{"id":86750666,"identity":"4ddf0bbb-2e8b-4181-9a16-74230d341b99","added_by":"auto","created_at":"2025-07-15 08:33:03","extension":"png","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":14620,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eRecognition or reward for research\u003c/em\u003e\u003c/p\u003e","description":"","filename":"7.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/6c1b36978926acc9c6a7462a.png"},{"id":86749114,"identity":"79270309-acdf-4900-9ed9-b3c91b1a3b70","added_by":"auto","created_at":"2025-07-15 08:17:03","extension":"png","order_by":8,"title":"Figure 8","display":"","copyAsset":false,"role":"figure","size":10425,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eNumber of respondents with access to resources\u003c/em\u003e\u003c/p\u003e","description":"","filename":"8.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/b48e1ff3d9ac57cc1b4050b7.png"},{"id":86750371,"identity":"8cc85efb-f4cb-43e3-a72e-401338c16e6a","added_by":"auto","created_at":"2025-07-15 08:25:03","extension":"png","order_by":9,"title":"Figure 9","display":"","copyAsset":false,"role":"figure","size":10546,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eNumber of respondents getting institutional support\u003c/em\u003e\u003c/p\u003e","description":"","filename":"9.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/a2a9402b74b89ce683e48d07.png"},{"id":86749115,"identity":"3f200825-a102-43c3-a239-0220074d0e8f","added_by":"auto","created_at":"2025-07-15 08:17:03","extension":"png","order_by":10,"title":"Figure 10","display":"","copyAsset":false,"role":"figure","size":10716,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cem\u003eNumber of respondents trained in research and publication know-how\u003c/em\u003e\u003c/p\u003e","description":"","filename":"10.png","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/50b4c35d52d68c6f8eb0d34f.png"},{"id":95801001,"identity":"559b4595-85be-4e7e-95ba-8190fd72bfab","added_by":"auto","created_at":"2025-11-13 08:24:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":934983,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7039766/v1/1addf4d5-4ae0-4238-ae3e-8bcb4b49e07a.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"From Teaching to Inquiry: Research Engagement among Senior High School Teachers in Ghana","fulltext":[{"header":"Background","content":"\u003cp\u003eResearch engagement has been widely studied in various educational contexts (Levin et al., 2003). However, these studies primarily focused on schools in developed countries, leaving a gap in understanding how these factors operate in developing contexts such as Ghana. Currently, there is insufficient information on both the extent and the understanding of the various factors that hinder the engagement of teachers in research within Ghanaian senior high schools (SHS). Local studies have focused mainly on tertiary institutions or on broader contexts of education, leaving a gap regarding senior high school teachers specifically (Levin \u003cem\u003eet al\u003c/em\u003e., 2003). Meanwhile, limited research engagement among teachers has significant implications for the quality of education, as it affects the use of evidence-based practices in classrooms (Borg, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the absence of a study targeted specifically at investigating these issues, policy makers may continue to rely on inapplicable research data, leading to deficient outcomes and a widening gap between educational practice and current research. Also, without adequate understanding on this subject, SHS teachers are less likely to contribute to the broader educational research community, which consequently limits the development of contextually relevant educational theories and practices in Ghana. Therefore, if this study is not conducted, stakeholders risk preserving a cycle of stagnation in educational quality and teacher professionalism, which could ultimately undermine efforts to achieve academic excellence in Ghana.\u003c/p\u003e\u003cp\u003eThe purpose of this study is to examine the current level of practices and attitudes towards research, explore the barriers and motivators, and critically analyze institutional factors influencing research engagement among senior high school teachers in Ghana. It also hypothesizes that research and publication skills (know-how) significantly influence the level of research engagement among SHS teachers in Ghana.\u003c/p\u003e\u003cp\u003eThis study aims to fill this gap by providing empirical evidence on Ghanaian perspectives of the subject. Understanding these factors is crucial for developing effective interventions that encourage teachers to integrate research into their professional practices. Since most existing studies focus on higher education or broader educational settings, with limited focus on the unique context of senior high schools, the present study will make a substantial contribution to the academic literature by addressing a significant gap (EL-Deghaidy et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). It will provide empirical evidence that can serve as a foundation for future studies, encouraging more context-specific research in similar educational settings. The findings will also provide valuable data for international comparisons, allowing researchers to examine how factors influencing research engagement may vary across different cultural and educational contexts (EL-Deghaidy et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eUnderstanding these factors can help school administrators in designing school activities and policies that support a research-oriented environment ( Hammersley-Fletcher, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The findings from this study can also inform educational policymakers about the specific needs and barriers faced by teachers in engaging with research. This can lead to the formulation of targeted policies and programs that provide the necessary support and resources for teachers to engage in research activities(Munn, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e"},{"header":"Research Methodology","content":"\u003cp\u003eThis study employed a non-experimental, descriptive research design. It adopted a quantitative research design for the systematic collection and analysis of numerical data, enabling the identification of patterns, trends, and relationships among variables.\u003c/p\u003e\u003cp\u003eThe study involved 1,690 SHS teachers from both public and private schools across Ghana selected using stratified random sampling technique. The sample size of 1,690 SHS teachers, ensuring a confidence level of 95% and a margin of error of 5% using Krejcie and Morgan's formula (Chuan, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). A quantitative survey was conducted with a structured questionnaire developed using Google Forms. A preliminary survey with 30 teachers was conducted to ensure clarity of questionnaire prior to data collection.\u003c/p\u003e\u003cp\u003eThe data was collected and stored using Microsoft Excel version 2016 software. IBM SPSS Statistics Version 28 and R version 4.1.0 were used for data analysis, and results were presented using tables, charts, and graphs to enhance clarity and interpretation. The study also adhered to ethical research practices such as informed consent, confidentiality and voluntary participation.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eNumerical representation of research-related activities\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFrequency\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eReading research articles\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eConducting classroom-based research\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCollaborating on research projects\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAttending research focused workshops\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003ePresenting research findings\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003ePublishing research findings\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAlways\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNever\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e225\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e615\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e838\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e378\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e1244\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e1382\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOften\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e242\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e205\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e92\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e229\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRarely\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e550\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e619\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e484\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e280\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e239\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e222\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSometimes\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e623\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e251\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e276\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e789\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e187\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e84\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows the numerical representation of the frequency in which all respondents engage on selected research-related activities.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eFactors discouraging research engagement\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eObstacle\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNumber of Responses\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNo motivation (no reward for engaging in research)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1223\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInsufficient time due to heavy teaching and administrative workloads\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1113\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInsufficient training on research and publication skills\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e880\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLack of financial resources\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e862\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLimited access to research materials and academic journals\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e590\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLack of support from school administration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e490\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e highlights the factors discouraging research engagement among SHS teachers in Ghana.\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e provides a graphical display of the number of teachers who have ever conducted and published research. Figure\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, Fig.\u0026nbsp;3 and Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e4\u003c/span\u003e represent the frequencies at which teachers read research articles, present research findings at conferences and publish research findings respectively. Figure\u0026nbsp;5 demonstrates the number of respondents who have encountered obstacles in attempting to conduct research, Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e6\u003c/span\u003e displays various motivators for research among respondents, whilst Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e7\u003c/span\u003e illustrates recognition for research among teachers. Figure\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e8\u003c/span\u003e demonstrates the number of respondents with access to resources, Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e9\u003c/span\u003e illustrates the number of respondents getting institutional support, whilst Fig.\u0026nbsp;\u003cspan refid=\"Fig8\" class=\"InternalRef\"\u003e10\u003c/span\u003e highlights number of respondents trained in research and publication know-how.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003e\u003cb\u003eResearch Practices and Attitudes\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe study reveals that research engagement is considered a secondary activity among senior high school teachers in Ghana. As shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, only 4.1% (69 teachers) reported having conducted and published research. The fact that 95.9% of teachers have never published research is a strong indication that research is not embedded in the professional culture of SHS teaching in Ghana. This suggests that teachers who have published research are doing so outside institutional requirements, possibly driven by personal ambition or external academic pursuits. The extent of research engagement revealed by this study aligns with the findings of P.H. \u003cem\u003eet al\u003c/em\u003e., (2017), as it confirms the low level of engagement among teachers.\u003c/p\u003e\u003cp\u003eThe results in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows a concerning trend of research consumption, where a number of respondents do not frequently read research articles. For instance, 32.5% of the respondents \u003cem\u003erarely\u003c/em\u003e read research articles, while 13.3% of them \u003cem\u003enever\u003c/em\u003e read it at all. Only 3.0% of the respondents \u003cem\u003ealways\u003c/em\u003e read articles, which demonstrates a critical gap in research engagement.\u003c/p\u003e\u003cp\u003eThe pattern appears similar regarding the frequency with which respondents have been conducting classroom-based research. A significant proportion of respondents (36.4%) \u003cem\u003enever\u003c/em\u003e conducted classroom based-research, with equally significant number (36.6%) \u003cem\u003erarely\u003c/em\u003e doing so. No teacher responded to having conducted classroom-based research \u003cem\u003ealways\u003c/em\u003e, and only 12.1% have been doing so \u003cem\u003eoften\u003c/em\u003e as shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. This suggests that respondents are less engaged with classroom-based research, which may lead to reduced quality of classroom studies.\u003c/p\u003e\u003cp\u003eThe results also reveal a concerning trend of low research collaboration among SHS teachers. This arises as only 5.4% of respondents engage in \u003cem\u003eoften\u003c/em\u003e collaboration, with 28.6% \u003cem\u003erarely\u003c/em\u003e doing so and nearly half (49.6%) \u003cem\u003enever\u003c/em\u003e engaging in collaborative research projects as shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. This is a significant barrier to research engagement, as collaboration is an essential component of research that fosters knowledge sharing, innovation, and the pooling of resources and expertise. This frequency of collaboration suggests that teachers are largely working in isolation, limiting their ability to produce quality research outputs and contribution to the broader educational field. The findings of Guetterman et al., (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) emphasizes the need for systemic collaborations to enhance research engagement among teachers. These results align with findings on barriers such as lack of institutional support (where 90.5% respondents reported no support), insufficient training (where 94.7% lack research skills), and limited access to resources (where 75.1% lack access to journals and databases), all of which hinder collaborative efforts.\u003c/p\u003e\u003cp\u003eAs displayed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the data on attendance at research skill workshops highlights a gap in research engagement opportunities, with 22.4% of respondents \u003cem\u003enever\u003c/em\u003e attending such workshops and 16.6% attending only occasionally. This indicates that a significant portion of teachers lack exposure to formal training in research methods, which is critical for developing the skills and confidence needed to engage in research activities. The extremely low percentage of teachers who attend these workshops \u003cem\u003ealways\u003c/em\u003e (0.8%) or \u003cem\u003eoften\u003c/em\u003e (13.6%) further suggests that there is limited accessibility to such training programs. The lack of engagement with such workshops aligns with other findings on barriers such as insufficient training and low institutional support, and collectively hinders teachers\u0026rsquo; ability to conduct research.\u003c/p\u003e\u003cp\u003eThe results presented in Fig.\u0026nbsp;3 reveals an alarming pattern of 73.6% respondents \u003cem\u003enever\u003c/em\u003e presenting their research findings, and 14.1% \u003cem\u003erarely\u003c/em\u003e doing so. This indicates that the vast majority of teachers who might have conducted research, are not sharing their findings as a means of contributing to the broader educational field. The lower representation of respondents who \u003cem\u003eoften\u003c/em\u003e (1.1%) or \u003cem\u003ealways\u003c/em\u003e (0.1%) present their research findings further emphasize the impact of the aforementioned systemic barriers to research engagement. The absence of research presentations also suggests that teachers may not be conducting research at all or may lack the confidence, skills, or platforms to share their work. This aligns with the findings on low collaboration rates and infrequent attendance at research skills workshops.\u003c/p\u003e\u003cp\u003eAs illustrated by Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the frequency of publishing research reveals a significant gap, with an alarming 81.8% of respondents \u003cem\u003enever\u003c/em\u003e publishing their research findings and 13.1% doing so only on \u003cem\u003erare\u003c/em\u003e occasions. This indicates that a significant number of teachers are not contributing to the academic or professional body of knowledge through publications, a critical aspect of research engagement. The nominal publishing rates, with no respondent publishing \u003cem\u003ealways\u003c/em\u003e, and only 0.1% \u003cem\u003eoften\u003c/em\u003e doing so also emphasizes the aforementioned systemic barriers such as lack of institutional support, insufficient training, and limited access to resources. The lack of publishing among teachers also reflects broader challenges, including low collaboration rates and infrequent attendance at research skills workshops, all of which contribute to a cycle of disengagement from research. The absence of publications further limits the visibility and impact of teachers' work, reducing opportunities for recognition and professional growth.\u003c/p\u003e\u003cp\u003eThe results of the study reveals that over 60% of respondents never conduct research, collaborate, or present findings, which suggests that research is often an afterthought for SHS teachers, if considered at all.\u003c/p\u003e\u003cp\u003e\u003cb\u003eBarriers and Motivators for Research Engagement\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe results of the study reveal significant challenges to teachers\u0026rsquo; involvement in research activities, the most common of which is a lack of motivation or reward (23.7%), which implies that many teachers lack sufficient incentives to engage in research. This is closely followed by a high workload (21.6%) as presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, indicating that the demanding nature of teaching leaves little time and energy for research. This aligns with the findings of Di Domenico \u0026amp; Ryan, (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) which emphasizes the negative impact of high workload on teachers\u0026rsquo; research engagement. These two barriers demonstrate that there is in fact a systemic issue in Ghana's teaching profession, as the current framework neither emphasize nor enhance research engagement.\u003c/p\u003e\u003cp\u003eAdditionally, insufficient training (17.1%) and lack of financial resources (16.7%) compound the problem. The lack of training shows that many teachers may not feel fully ready to undertake research, and financial constraints limit their access to research equipment, resources, and professional development opportunities. Limited access to research materials (11.4%) and a lack of school support (9.5%) also confirms institutional shortcomings in developing a research culture.\u003c/p\u003e\u003cp\u003eAccording to the study, 54.0% of respondents encountered one or more of the barriers presented in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e in an attempt to conduct research. As shown in Fig.\u0026nbsp;5, 46.0% of respondents reported no such issues. With reference to the results presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, where a significant proportion of respondents (36.4%) never conducted classroom based-research, with 36.6% rarely doing so, taking the \"No\" responses as an indication that these teachers did not attempt to undertake any research at all provides a more nuanced picture of the situation. This implies that nearly half of all teachers may be completely disengaged from research efforts. The majority of respondents who faced challenges are likely to have attempted to conduct research but were hampered by factors such as lack of motivation, a heavy workload, insufficient training, financial restraints, limited resources and lack of institutional support. This paradox is a matter of concern, although some teachers are motivated to perform research but are confronted by systemic barriers, a considerable proportion may not even see research as part of their professional responsibility.\u003c/p\u003e\u003cp\u003eThis study reveals that personal interest (81.8%) is the dominant driver and the primary motivator to research as shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e6\u003c/span\u003e. This discovery aligns with those of S\u0026ouml;nmez Boran, (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) as it reinforces the role of personal interest in teacher research. This suggests that intrinsic motivation plays a critical role in encouraging teachers to engage in research, likely because it aligns with their own curiosity or desire for self-improvement. Extrinsic motivators such as professional development (0.1%) and contribution to the field of education (0%) are strikingly low, indicating that institutional incentives are either absent or ineffective in fostering research engagement. Improved teaching practices (18.1%) also emerge as a secondary motivator, demonstrating the practical benefits of research to classroom outcomes as viewed by some teachers. However, the findings on professional development and contribution to the field as motivators defines a disconnection between teachers' personal interests and broader professional goals. This aligns with the findings on barriers such as lack of motivation and limited school support, suggesting that the current environment does not adequately recognize research as a valuable professional activity.\u003c/p\u003e\u003cp\u003eThere is also a revelation of a stark disparity when it comes to research effort recognition as displayed in Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e7\u003c/span\u003e, with only 6.5% of respondents having their research efforts recognized. This appears to be a threat to evidence-based instruction. The effect is demonstrated in in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, where a significant proportion of respondents (36.4%) never conducted classroom based-research, with 36.6% rarely doing so. The less recognition may as well intensify existing barriers such as lack of motivation, as teachers may perceive research as an unrewarding to their profession. It also aligns with the findings that personal interest is the primary motivator for research engagement, as extrinsic motivators like recognition are virtually absent. This suggests that institutions do not prioritize research in the teaching profession, which could hinder research engagement in schools.\u003c/p\u003e\u003cp\u003eThe findings align with that of Godfrey \u0026amp; Brown, (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), as it highlights similar systemic barriers as critical obstacles to research engagement. The underutilization of the research skills among teachers with master\u0026rsquo;s degree, despite formal training further reflects barriers such as heavy workloads and institutional neglect, as observed in studies on newly qualified teachers by D. Ayres, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This also correlates with the findings of Ajzen, (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1991\u003c/span\u003e) and Balyer et al., (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cb\u003eInstitutional Support\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThis work has revealed a significant determinant to research engagement as explained in Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e8\u003c/span\u003e, with only 24.9% of respondents having access to essential resources such as journals, databases, and funding. These barriers severely limit teachers' ability to conduct meaningful and quality research. The results aligns with earlier data on barriers such as limited access to research materials (11.4%) and lack of financial resources (16.7%), further emphasizing the systemic challenges that hinder research engagement. It also aligns with the findings of Godfrey \u0026amp; Brown, (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) which highlighted the importance of institutional support in research engagement. The scarcity of resources might also contribute to the low level of motivation for research, as teachers may perceive their efforts as futile without adequate resources.\u003c/p\u003e\u003cp\u003eThere is a significant deficiency when it comes to institutional support for research as illustrated by Fig.\u0026nbsp;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e9\u003c/span\u003e, with only 9.5% of respondents benefiting from institutional encouragement and policies for research. This confirms the hypothetical systemic barrier, and aligns with earlier findings on barriers such as lack of school support (9.5%) and low recognition of research efforts (6.5%). It also aligns with the findings of D. J. Ayres, (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), as it reveals the influence of institutional support on teacher engagement in research. The substantive lack of institutional support also intensifies other challenges, including limited access to resources, heavy workloads, and insufficient training, further hampering research engagement. The findings also aligns with D. Ayres, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), suggesting that the absence of institutional mechanisms to sustain research engagement post-training perpetuates low publication rates, a phenomenon documented in studies of early-career teachers.\u003c/p\u003e\u003cp\u003e\u003cb\u003eHypothesis Testing: Influence of Research and Publication Skills\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe responses on the types of research being conducted by teachers are quite minimum, only 0.9% of respondents engage in Action Research, 1.5% in Classroom Research, and 1.6% in Educational Research. This low response suggest that many teachers might not be familiar with different research methodologies or might not feel confident in applying them. This shows a significant barrier to research participation, and one likely explanation is a lack of research know-how.\u003c/p\u003e\u003cp\u003eThe hypothesis of the study is strongly supported by the data shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig8\" class=\"InternalRef\"\u003e10\u003c/span\u003e, which reveals that only 5.3% of teachers have received training in research methods. This demonstrates a deficiency in the professional development of teachers, as the lack of research know-how directly hinders their ability to engage in research activities. The results therefore reveal that teachers feel less equipped to design, conduct, and publish research. This result aligns with earlier findings on barriers such as insufficient training (17.1%). The absence of these skills further results in other challenges, creating a perpetual cycle of detachment from research. This correlates with the low levels of recognition (6.5%) and institutional encouragement (9.5%), as teachers who lack research skills are less likely to produce meaningful research outputs that could be acknowledged. This suggests that research and publication skills significantly influence the level of research engagement among SHS teachers in Ghana.\u003c/p\u003e\u003cp\u003e\u003cb\u003eLimitations of the Study\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe reliance on self-reported data might have introduced bias, as respondents may overstate or understate their research engagement and their personal attitudes toward research. This assumption is partly informed by a clear disparity between respondents who have ever conducted and published research (4.1%) and the frequency at which respondents publish research findings (18.2%), where 0.1% often publish, 5.0% do so occasionally and 13.1% rarely do so. These two outcomes are generally contradictory, and points to the fact that respondents were not consistent in answering the survey questions.\u003c/p\u003e\u003cp\u003eWhile the sample was representative, the findings may not be generalizable to all SHS teachers in Ghana due to regional or institutional differences.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study emphasizes the absolute necessity for systemic reforms to cultivate a culture of research participation among Ghanaian SHS teachers. The findings reveal a concerningly low degree of research participation among SHS teachers in Ghana, with only 4.1% of respondents conducting and publishing research, suggesting that research is not deeply embedded in the professional culture of SHS teaching in the country.\u003c/p\u003e\u003cp\u003eThe study identifies several systemic barriers contributing to this low engagement, including lack of motivation (23.7%), heavy workload (21.6%), insufficient training (17.1%), and limited access to research resources (75.1%). It further reveals that 90.5% of teachers lack institutional support in conducting research. Additionally, the absence of collaboration, conference presentations, and publication of research findings describes a broader disengagement from the research process, with 73.6% of teachers never presenting their findings and 81.8% never publishing their work.\u003c/p\u003e\u003cp\u003eThe study also highlights the critical role of personal interest as the dominant motivator for research engagement (81.8%), while extrinsic motivators such as professional development (0.1%) and contribution to the field (0%) are virtually absent. This suggests that teachers rely heavily on intrinsic motivation to engage in research, as institutional incentives and recognition are deficient.\u003c/p\u003e\u003cp\u003eThe study finally reveals that research and publication skills significantly influence the level of research engagement among SHS teachers in Ghana. Meanwhile, lack of research know-how remains a significant barrier, with only 5.3% having received training in research methods. The findings of this study therefore provide a foundation for future research and policy initiatives aimed at promoting research engagement in the teaching profession.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRecommendations\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe study recommends introduction of policies that will be implemented to alleviate the barriers highlighted by this study. Collaboration platforms, such as school-based seminars should be established to encourage knowledge sharing and increase the visibility of teachers' research.\u003c/p\u003e\u003cp\u003eIn order to successfully achieve this, it is recommended to the research community to carry out a subsequent study where teachers\u0026rsquo; perspectives on the potential solutions of the concerns raised can be shared.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participating teachers prior to data collection. Study participation was voluntary, and respondents were assured of confidentiality and anonymity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis is not applicable because this manuscript does not contain personal data from individuals.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe anonymized datasets and analysis are available upon request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere is no competing or conflict of interest related to this work among its authors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere was no specific funding for this work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAMB: Research lead - Conceptualization, methodology, formal analysis, writing of original draft \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIN: Data cleaning, validation, writing through reviewing and editing \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSBB: investigation, resources, visualization and writing through reviewing and editing\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAYA: Software (SPSS/R) and data analysis \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNA: Writing through reviewing and editing, project administration \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eRBA: Survey design and data collection \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEEF: Statistical validation, data cleaning and methodology \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eJA: Data collection and data analysis \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eEEN: Literature review, data analysis and writing through review \u0026amp; editing \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBM: Data collection and institutional liaison \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIMB: Administrative support, proofreading, data collection and institutional liaison\u003c/p\u003e\n\u003cp\u003eAll authors reviewed and approved the final manuscript. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe thank all participating senior high school teachers for their cooperation and support.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAjzen, I. (1991). The theory of planned behavior. \u003cem\u003eOrganizational Behavior and Human Decision Processes\u003c/em\u003e, \u003cem\u003e50\u003c/em\u003e(2), 179\u0026ndash;211. https://doi.org/10.1016/0749-5978(91)90020-T\u003c/li\u003e\n\u003cli\u003eAyres, D. (2019). New teachers and practitioner research:. \u003cem\u003e. May\u003c/em\u003e, \u003cem\u003e1\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eAyres, D. J. (2017). \u003cem\u003eWhat Use Is Research? Primary School Teachers\u0026rsquo; Experience of School-based Practitioner Research\u003c/em\u003e. https://doi.org/10.13140/RG.2.2.19267.32808\u003c/li\u003e\n\u003cli\u003eBalyer, A., Karatas, H., \u0026amp; Alci, B. (2015). School Principals\u0026rsquo; Roles in Establishing Collaborative Professional Learning Communities at Schools. \u003cem\u003eProcedia - Social and Behavioral Sciences\u003c/em\u003e, \u003cem\u003e197\u003c/em\u003e, 1340\u0026ndash;1347. https://doi.org/10.1016/j.sbspro.2015.07.387\u003c/li\u003e\n\u003cli\u003eBorg, S. (2009). English language teachers\u0026rsquo; conceptions of research. \u003cem\u003eApplied linguistics\u003c/em\u003e, \u003cem\u003e30\u003c/em\u003e(3), 358-388.\u003c/li\u003e\n\u003cli\u003eChuan, C. L. (2006). \u003cem\u003eSAMPLE SIZE ESTIMATION USING KREJCIE AND MORGAN AND COHEN STATISTICAL POWER ANALYSIS: A COMPARISON\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eDi Domenico, S. I., \u0026amp; Ryan, R. M. (2017). The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. \u003cem\u003eFrontiers in Human Neuroscience\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e. https://doi.org/10.3389/fnhum.2017.00145\u003c/li\u003e\n\u003cli\u003eEL-Deghaidy, H., Mansour, N., Aldahmash, A., \u0026amp; Alshamrani, S. (2015). A Framework for Designing Effective Professional Development: Science Teachers\u0026rsquo; Perspectives in a Context of Reform. \u003cem\u003eEURASIA Journal of Mathematics, Science and Technology Education\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(6). https://doi.org/10.12973/eurasia.2015.1424a\u003c/li\u003e\n\u003cli\u003eGodfrey, D., \u0026amp; Brown, C. (2018). How effective is the research and development ecosystem for England\u0026rsquo;s schools? \u003cem\u003eLondon Review of Education\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e(1). https://doi.org/10.18546/LRE.16.1.12\u003c/li\u003e\n\u003cli\u003eGuetterman, T. C., Fetters, M. 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Educational research by association: AARE presidential addresses and the field of educational research. \u003cem\u003eJournal of Education Policy\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e(5), 730\u0026ndash;732. https://doi.org/10.1080/02680939.2011.589136\u003c/li\u003e\n\u003cli\u003eP.H., Y., V.P., Q., L.T.B., P., \u0026amp; L.B., N. (2017). Factors inhibiting teachers from research engagement: A review. \u003cem\u003eCan Tho University Journal of Science\u003c/em\u003e, \u003cem\u003e06\u003c/em\u003e, 17. https://doi.org/10.22144/ctu.jen.2017.022\u003c/li\u003e\n\u003cli\u003eS\u0026ouml;nmez Boran, G. (2018). Effect of Research Engagement on EFL Teachers\u0026rsquo; Motivation for and Efficacy in Teacher-Research. \u003cem\u003eTED EĞİTİM VE BİLİM\u003c/em\u003e. https://doi.org/10.15390/EB.2018.7499 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Research engagement, institutional support, motivators, systemic barriers","lastPublishedDoi":"10.21203/rs.3.rs-7039766/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7039766/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eTeachers' involvement in research is crucial to raising the standard of education and implementing evidence-based instruction. The degree and variables affecting research engagement among Ghanaian senior high school (SHS) teachers, however, are poorly understood. The purpose of this study is to evaluate the degree of research engagement, barriers, motivators and institutional support influencing SHS teachers' engagement in research.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eA quantitative, descriptive research approach was used, with data obtained from 1,690 SHS teachers in Ghana's public and private schools using a structured survey. The study analyzed responses using IBM SPSS Statistics Version 28 and R version 4.1.0, and the results were presented in tables, charts, and graphs.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe findings reveal that research engagement among SHS teachers is low, with only 4.1% having conducted and published research. Major barriers include lack of motivation (23.7%), heavy workload (21.6%), insufficient training (17.1%), and limited access to research resources (75.1%). Additionally, 90.5% of teachers reported a lack of institutional support. While personal interest (81.8%) was the dominant motivator for research, institutional incentives such as professional development (0.1%) and contributions to the educational field (0%) were nearly absent. The study also confirms that research and publication skills significantly influence engagement, with only 5.3% of respondents having received formal research training.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThe study highlights systemic deficiencies hindering research engagement among SHS teachers in Ghana, describes the extent to which various barriers and motivators contribute to these limitations, and recommends systemic reforms required to eliminate these challenges.\u003c/p\u003e","manuscriptTitle":"From Teaching to Inquiry: Research Engagement among Senior High School Teachers in Ghana","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-15 08:16:58","doi":"10.21203/rs.3.rs-7039766/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"542d510a-6679-400f-81c3-39d22d474d6c","owner":[],"postedDate":"July 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-11-12T09:38:59+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-15 08:16:58","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7039766","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7039766","identity":"rs-7039766","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}