Attitude Towards Teachers

The language of research is the growing focal point of interest of educators (Dusi, Girelli, Tacconi, & Sità, 2011). This is a great paradigm shift from simply teacher teaching in a classroom to teacher involved into research (Butt, 2013). But, when teachers come to think of research you may hear the words, "difficult", "no time", "no resources", "family first", & "no skills". These words are very popular to faculty members who are not into research and would rather do household chores, go somewhere else than to sit down and gather related literature. This phenomenon, this researcher speculates, is not only the problem of one institution but a widespread dilemma for the Philippine State. The recorded numbers of researchers nationwide are not

In the Philippines, limited studies have been generated and most of these were from students' perceptions. Hence, this study is being conceptualized from the point of view of educators. This study attempts to quantify the relationship between the attitude of educators towards educational research and in so doing form the bases of policy guidelines and practices, to encourage educators to conduct more research, and publication projects. This chapter further aims to (1) determine the dimensions of attitudes toward research among educators; (2) identify the factors associated with educators' research involvement; (3) assess the attitude and barriers towards research among educators; (4) identify educators' confusions of or incorrect approaches to educational research or negative perceptions about practices around educational research; and (5) develop policies and practices to improve educators' attitudes towards educational research and publications. This will be beneficial in providing educators additional training on teaching research cognizance and improving their competency to perform scientific research. Educators' engagement in academic research and research publication will be enhanced and strengthened. The educators will be able to value doing research and possibly apply these to real life situations. This will also be a venue to explore possible solutions on the educators' problems related to research. Additionally, the administrators could create opportunities for listening to educators' research endeavors as a basis for planning new ways forward, be encouraged to evaluate their research policy guidelines to motivate educators in conducting quality research seeking new ways to stimulate research and publications activities. In the process, bridges can be built between educators and