ATTRACTION OF TEACHERS TOWARDS RESEARCH AND PUBLICATION

Prepared for
Dr. RABINDRA GHIMIRE

Pokhara University

Submitted by
BHAWISH TIWARI
GAURAB KHATRI
RABIN LAMSAL

BBA 5th Semester

1
 DECLARATION

I hereby, declare that this summer project report entitled “ATTRACTION OF TEACHERS
TOWARDS RESEARCH AND PUBLICATION” which is submitted to faculty of management,
Pokhara University, in partial fulfill the requirement for the degree of Bachelor of Business
Administration (BBA) of Pokhara University. Every effort is made to show this clearly, with
due reference to the literature, and acknowledgement of collaborative research and
discussions. The results and findings of the research is not submitted to any other degree or
diploma.

Bhawish Tiwari
Gaurab Khatri
Rabin Lamsal

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 ACKNOWLEDGEMENT

It is a matter of great pleasure for me to acknowledge all the people who helped me
for the successful completion of the project report as per the requirement of BBA
5thsemester of the syllabus provides by BBA Pokhara University.
First I would like to thanks our professor Dr. Rabindra Ghimire for providing us an
opportunity to complete report on “ATTRACTION OF TEACHERS TOWARDS RESEARCH AND
PUBLICATION”. This report is prepared for the partial fulfillment of the requirement for the
degree of Bachelor in Business Administration (BBA) and as to be familiar with the working
environment of the business as per BBA program.
The most important contributors were the respondents without whom it would not have
been possible to complete the research. I would like to extend my gratitude towards all the
respondents who were willing to co-operate and gave their time and effort to fill in the
required questionnaire. Finally, I would like to thank everyone who has helped me to
complete research directly or indirectly.

Sincerely,
Bhawish Tiwari (Team leader)
Rabin lamsal
Gaurab Khatri

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 EXECUTIVE SUMMARY
The demands that are being posed on education are increasing and constantly changing.
Teachers are therefore expected to continue their professional and keep improving the
quality of education. Practice-oriented research is a way of analysis educational method and
adapting it as necessary; it contributes to teachers’ professionalization. Teacher education
therefore pays increasingly more attention to practice-oriented research. The university
programe should more focus on research-intensive and publication. The teachers have ability
to educate differently themselves from other teachers by having more theoretical knowledge
and more research skills. With their inquiring attitude and research competences, these
academically educated teachers are expected to contribute to inquiry-based working.

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 CHAPTER 1 :INTRODUCTION

1.1 Background of Study 7

1.2 Objective of Study 7

1.3 Significance of Study 7

1.4 Limitation of Study 8

CHAPTER 2: REVIEW OF PREVIOUS STUDIES

2.1 Literature Review 9

2.2 Theoretical Framework 9

CHAPTER 3 : METHODOLOGY

3.1 Study Design 10

3.2 Study Area 10

3.3 Sample Size 10

3.4 Source of Data 10

3.5 Data Collection Tools 10

3.6 Analysis of Data 10

CHAPTER 4 : DATA ANALYSIS AND INTERPRETATION

4.1 Primary Data Analysis 11-19

4.1.1 Age of Respondent 11-12

4.1.2 Respondent Based on Gender 12-13

13-14
4.1.3 Respondent Education Level
14-15
4.1.4 Level in which Respondent are Teaching

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 4.1.5 Preference of Research and Publication Topic 15-16

4.1.6 Number of Publication the Respondent Published 16-17

4.1.7 Respondent Impact on whom 18

19
4.1.8 Problems face by Respondents

4.2 Major Findings 20

CHAPTER 5 : Conclusion and Recommendation

5.1 Conclusion 21

5.2 Recommendation 21

Reference

Appendix

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 CHAPTER 1
INTRODUCTION

1.1 Background of Study

Neither interpretive nor process-product classroom research has foregrounded the teacher's role in
the generation of knowledge about teaching. The voices of the teachers themselves, the questions
teachers ask, the ways teachers use writing and intentional talk in their work lives, and the
interpretive frames teachers use to understand and improve their own research practices. Limiting
the official knowledge base for teaching to what academics have chosen to study and write about has
contributed to a number of problems, including discontinuity between what is taught in universities
and what is taught in classrooms, teachers' ambivalence about the claims of academic research, and a
general lack of information about classroom life from a truly emic perspective.

1.2 Objective of the study

The current research study is an attempt to understand the attraction of teachers towards the
research and publication. The present study is formulated with the following objectives:

● To understand the teachers attraction towards research and publication

● To measure the teachers interest in research and published article on basis of their finding .
● To find out numbers of research papers and publication of respondents.

1.3 Significance of the study

Nowadays, the teachers or professor are also known as researcher. The involvement of teachers in
research field is increasing. From the research they can publish different articles, books ,blogs which
will be beneficial for students and other peoples like policy maker, socialist, politician.

Therefore, this study will be fruitful for the collage and university as they will get to know about
teacher perceptions about research and publication.

This study will also help academic to conduct further future research on similar topics and will act as a
reference for their study.

Moreover, it will also be beneficial to the students and teachers. The finding and research provides
the actual facts, data which will be useful for next researcher on the same topic related to it. Hence,
this study will also be helpful for university.

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1.4 Limitation of study

The limitation which leads to insufficient of the research report are:

● The study is limited to the survey of teachers.

● The result may not represent the whole population as convenient sampling is used
and relatively small sample sizes were employed.

● Accuracy, reliability and validity of the study will be depending upon the
information provided by the concern authorities

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 CHAPTER 2
REVIEW OF PREVIOUS STUDIES
2.1 Literature Review
In this chapter we will discuss previous project works, articles, dissertations conducted by
various authors, researchers and students.” The literature survey also minimized the risk of
pursuing the dead ends in research. The study used primary sources of data. A survey
questionnaire is the main tool. Reviewing the literature provides the guideline to the
researcher to complete his proposed research oriented studies. The knowledge gained from
a researcher is proved by evidences and that is believed by others. Such work is known as a
scientific research and it provides us reliability, authenticity and validity of the relevant social
phenomenon.

2.2 Conceptual Framework

A conceptual framework is a representation of the relationship we expect to see
between our variables, or the characteristics or properties that we want to study.

Independent variables Dependent Variables

Interview

ATTRACTION OF TEACHERS TOWARDS

Teaching methodologies RESEARCH AND PUBLICATION

Ease of finding data

Time Saving

Educational administrators

Fig: Conceptual Framework

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 CHAPTER 3
METHODOLOGY
3.1 STUDY DESIGN
Descriptive study was conducted for attraction of teachers toward research and
publication.

3.2 STUDY AREA

The study area is Pokhara Metropolitan City.

3.3 SAMPLE SIZE

Our study population includes all the peoples of 13 teachers. As a matter of fact, we
selected lecture from different college and university around PMC.

3.4 SOURCES OF DATA

3.4.1 Primary Source of Data

a. Teacher of university
b. Teacher of college

3.5 DATA COLLECTION TOOLS

a. Questionnaire

3.6 Analysis of Data

The data collected will be edited, coded and tabulated. Visual display of the data will be
presented and analyzed in bar chart, pie-chart and frequency table. Different statistical and
modeling tools will be used.

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 CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
4.1 PRIMARY DATA PRESENTATION
This chapter is allocated for the data analysis and presentation. The data observed or
collected directly from the first-hand source that has not been used before are called primary
data. The primary data is taken by questionnaire method from different teachers of Pokhara
valley. For the data collection 24 respondents are taken as sample using the convenience
sampling method. The data presentation is as follow.

4.1.1 Age of Respondents

The following chart shows the age of respondents.
Table 4.1.1

Age Frequency Percent

25-35 4 17

35-45 9 37

Above 45 11 46

Total 24 100
Source: Field survey,2022

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 17%
25-35
46% 35-45
above 45
37%

Fig 4.1.1: Respondent’s Age

From tha above diagram, out of 24 respondents 4(17%) are between 25-35 , 9(37%) are
between 35-45 and 11(46%) are above 45. It shows that age range from above 45 are more
than remaining 2 age groups.

4.1.2 Respondent Based on Gender

Gender was included in the survey in order to find out if there is difference between male
and female concerning the beliefs towards the factors.

Table 4.1.2

Gender Frequency Percentage

Male 13 54

Female 11 46

Total 24 100

Source: Field survey.2022

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 46%
54% Male
Female

Fig: 4.1.2 Respondent’s Gender

This shows that males (54%) involve more in research as compared to female (46%). It is
because that male have more time to spend in extra work than female.

4.1.3 Respondent Education Level

Table: 4.1.3

Qualification Frequency Percentage

Bachelor 6 25

Master 14 58

PHD 4 17

Total 24 100

Source: Field Survey,2022

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 Bachelor Master PHD

17%
25%

58%

Fig: 4.1.3 Respondents based on Education Level

The above pie chart shows the different education level of the respondent. Clearly, there are
more respondents who are completed Master with total number of teachers 14(58%). Then
there are 6(25%) respondents who complete Bachelor, 4 respondents (17%) complete PHD.
Similarly, as above the total number are 24.
4.1.4 Level in which Respondents are teaching

Here, we find out the teachers where they are teaching. It was tried to know how many of
the teachers are involve in teaching and their teaching level.

Table 4.1.4

Level Frequency Percent

Plus two 6 25

Bachelor 13 54

Master 5 21

Total 24 100

Source: Field Survey,2022

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 21% 25%
Plus two
Bachelor
Master

54%

Fig: 4.1.4 Level in which Respondents are teaching

The Pie-chart helps us to know the percentage of respondents teaching level. It shows that
54% of the respondents are teaching in bachelor level and 25% and 21% of the respondents
are teaching in plus two and master respectively.

4.1.5 Preference of research and publication topic

It was analyzed to know what topic the respondent most choose and public article on the
basis of their research. The following table and diagram presents the collected data.

Table 4.1.5

Topic Frequency Percent

Research article 11 46

Edited book 3 12

Reference in book 6 25

Text book 4 17

Total 24 100

Source: Field Survey,2022

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 17%

46% Research article

25% Edited book
Reference in book
12% Text book

Fig: 4.1.5 Topic choose by respondent

From the above Table and Pie Chart, majority of the respondents (46%) choose research
article for their research. Likewise, 25% choose reference in book, 17% choose text book and
12% choose edited book.

4.1.6 Number of publication the respondent publish

Table 4.1.6

Items Research Edited book Reference in Text in book

article book

Less than 5 2 7 8 7

Less than 10 10 4 7 3

More than 1 0 0 0
10

Source: Field Survey, 2020

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12

10

less than 5
6
less than 10
more than 10
4

0
Research article Reference in book Text book Edited book

Fig: 4.1.6 Number of publication

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4.1.7 Research impact on whom

Impact

students
5 lecture/teachers
policy maker
14 organization

Fig: 4.1.7 Impact on whom

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4.1.8 Problem face by respondent

Problem
Lack of relevant experience

Lack of focous or direction

Fair of failure

Problem
Lack of motivation

Poor time managemant

Limited support

0 2 4 6 8 10 12

Fig: 4.1.8 Problem

From the above bar diagram it can be said that out of the 24 respondents, 7 respondents
have a limited support while must of the respondent face time management problems.

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4.2 Major Findings
 Majority of 46 percent of the respondents fall within the age above 45.
 Out of 100 percent of respondents, 54 percent of the respondents who responded to the
questioner are male.
 The entire groups of responses belong to the segments of teachers. Among them 54
percent of the respondents were teaching at Bachelor level.
 The majority of the respondent have completed their Maters in different field
 46 percent of the respondents do research on the basis of research article.
 Also, more respondents publish their article on research article like newspaper and
edited book.
 Approximately, 14 numbers of the respondents are research are used by students while
lectures use it less.
 Most of the respondent face time management problems.

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 Chapter: 5
Conclusion and Recommendation
5.1 Conclusion
Teacher researchers attempt to create new knowledge, or what may be called local
knowledge, about teaching and learning, that will contribute to improving classroom
practice. Teacher selection criteria have different fields on the basis of their knowledge. If
the teachers do more research and published more article that will be useful for student. In
our project work, we find the most of the teachers don’t have a time to do more research
activities because of their busy schedule. Various types of teacher research can be
distinguished, including most commonly: action research, self-study, lesson study, design-
based research, and scholarship of teaching and learning. Teachers can use their knowledge
to create connections, extend and present alternatives. They are flexible, open to new ideas
to extend the theory and practice.

5.2 Recommendation

A teacher is such an important creature in the life of a student, who through his knowledge,
patience and love gives a strong shape to a student's whole life. Teacher recommendations
should be honest appraisals of a student's academic performance and intellectual promise.
They are intended primarily to convey the teacher's classroom experience with the student,
giving colleges an idea of how the student is likely to perform academically.

The teachers should more focous on the practical knowledge. Practical teaching can be
termed as a teaching approach where teachers teach the students by combining theory and
practical work experience.

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 REFERENCES
1. https://researchschool.org.uk/sandringham/news/the-power-of-teacher-explanation

2.
https://www.researchgate.net/publication/346806259_Business_Research_Methods_BBS_-
_Tribhuvan_University

3.
https://www.google.com/search?gs_ssp=eJzj4tTP1TcwrzJJMzdg9BIqyM_OSCxKVCjNyyxLLSrO
LKkEAJWrCoY&q=pokhara+university&oq=pokhara+&aqs=chrome.2.69i59j0i20i263i512j46i1
31i433i512j0i433i512j0i131i433i512j46i175i199i433i512j0i512j69i61.5444j0j9&sourceid=chr
ome&ie=UTF-8

4. https://libguides.newcastle.edu.au/researchmethods

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 APPENDIX

Survey Questionnaire
I am a BBA student of Pokhara University. As the part of fulfillment of research, I am conducting
a research on “Attraction of teachers towards the Research and Publication”. I would like to
request you to go through the questionnaire below and answer them all. Your personal
information will be kept confidential and used only for research purpose in aggregation.
BBA 3rd year

bhawishtiwari1@gmail.com

1. Age

2. Gender
 Male
 Female
 Prefer not to say

3. Qualification
 Bachelor
 Master
 PHD

4. Name of university

5. Level in which you are teaching (can tick one or more option)
 Plus two
 Bachelor
 Master
 MPhil
 PHD

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6. When did you research last time?

7. Your interest in publications is

 Research article
 Edited book
 Chapter in book
 Reference book
 Text book
 Guide and guess
 Other than above

Research article
 very interested
 interested
 some how interested
 less interested
 not at all

Edited book
 very interested
 interested
 some how interested
 less interested
 not at all

Chapter in book
 very interested
 Interested
 some how interested
 less interested
 not at all

Reference book
 very interested
 Interested
 some how interested
 less interested
 not at all

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Text book
 very interested
 Interested
 some how interested
 less interested
 not at all

Guide and guess

 very interested
 Interested
 some how interested
 less interested
 not at all

Other than above

Number of publication

less than 5 less than 10 more than 10

Research article

Edited book

Chapter in a book

Reference book
Guide and guess paper

20 other than above

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 PART II

1. What types of topic attracts you towards research?

…………………………………..

2. Have you ever publish any articles or thesis books?

 Yes
 No

 If yes then, How many article have you ?publish

 less than 10
 more than 10

 Is there any research which you have plan to do?

 Yes
 No

3. In which topic did you research last time?

……………………………………………….

4. What problems did you face during the research and publication? (Multiple response)
 Limited support
 Poor time management
 Lack of confidence
 Lack of motivation
 Fair of faliure
 Lack of relevant experience
 Lack of focus or direction
 5. Who get benefit from your research?
 Students
 Lecture/Teachers
 Policy makers
 Organization

6. How effective do you think your research and publication on target population really work?
 Positive
 Negative
 Don't know

Thank you

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