Barriers of Faculty On Research Productivity

BARRIERS OF FACULTY ON RESEARCH
PRODUCTIVITY
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 406-421
Document ID: 2023PEMJ1373
DOI: 10.5281/zenodo.10230186
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15(4): 406-421, Document ID:2023 PEMJ1373, doi:10.5281/zenodo.10230186, ISSN 2822-4353
Research Article
Barriers of Faculty on Research Productivity

Lemuel M. Sayao*, Bernadette Jeana Marie B. Aves, Anna Liza C. Cerbo
Maria Elena C. Morales, Jingle S. Navarez, Harry Dave B. Villasor
For affiliations and correspondence, see the last page.
Abstract
Research productivity in Philippine Higher Education Institutions is a pressing challenge. Despite its
recognized importance for instructional innovations and institutional development, many faculty
members avoid research, even when incentives are available. This phenomenological study focused
on tenured faculty at a private sectarian HEI in Southern Mindanao who hadn't produced research in
the past five academic years. It explored the barriers they encountered and their suggestions for
research support. The major obstacles identified by faculty were graduate studies and work
responsibilities. Additionally, their lack of technical research writing knowledge contributed to their
research limitations. Faculty members emphasized the need for ongoing research guidance,
mentorship, and a wider range of incentives, such as integrating research into teaching loads, salary
increases, even travel opportunities. Communication gaps between faculty and institutional research
policies were evident as some faculty are not aware that the support they suggest are already
provided. This study's implications stress the need for institutions to reconsider faculty workloads,
offer additional training, and establish support systems that create a more research-friendly
environment. Addressing these barriers and expanding incentives can inspire faculty to participate in
research activities, fostering a vibrant research culture and advancing knowledge within the academic
community.
Keywords: education, barriers of research productivity, forms of support, phenomenology, Philippines
Introduction (Brown, 2019). Only a few teacher-researchers are

able to publish researches in African region as this has
been seen as a new trend or the way of publishing in
The conduct of research is considered a powerful tool articles is rath er co m p lic ated (Zav ale &
in addressing all aspects of societal concerns Schneijderberg, 2020). Further, there is also very low
particularly in the education sector . Hence, teachers in percentage of conducted research in North America
the higher institution are expected to conduct research (Root et.al., 2020) and in Ethiopia (Teka, et. al, 2017).
and produce results that will help them resolve Hence, it is recommended that school administrators
classroom problems or innovate instructional must look for improvements in promoting research
processes. However, despite several measures and culture in their institutions (Batool, et. al., 2021). This
incentives implemented by school administrators to can be done by employing faculty development
entice teachers to conduct research, most of them (Alrahlab, 2016; Quimbo & Sulado, 2014).
claimed that they encounter several barriers which
consequently caused them to be reluctant in making Similarly, the same phenomenon about research
one. productivity is evident in the ASEAN Region. In
Cambodia, academic researches remain to be low
In the global context, studies revealed that there are because of limited state and institutional funding, low
several barriers of research productivity among academic salaries, heavy teaching loads, limited
teachers. These barriers include lack of time to research knowledge, unclear research policies, and
complete a study because of work responsibilities limited research infrastructure (Heng & Sol, 2021). In
(Hagan & Ballard, 2019; Shariatmadari & Mahdi, Indonesia, lecturers are apprehended to publish their
2012; Henry, 2020; Fawzi & Hattani 2017; researches to reputable international journals because
Shanmugam et.al, 2019; Suson et.al., 2020;Ula & of research quality, time and effort to spend for article
Barrera, 2017), English language barrier (Tariq & publication, and the absence of incentives of published
Ahmad, 2016) and research skills (Aguilar de Borja, researches (Arsyad, et al., 2019). Although teachers in
2018; Tindowen et al., 2019; Toquero, 2020), limited Thailand know the importance of research, they still
sources of information, and time constraints (Khalil & have very small number of research productivity
Khalil, 2019). Because of that, despite the incentives (Pornsalnuwat, 2014). Despite research support and
and promotion used as a mechanism to improve updated research skills, teachers have still low research
research productivity, HEI teachers in Australia have productivity in Malaysia (Shanmugam et al., 2019) as
not established research culture in their institution time for research is in conflict of the demand of
Sayao et al. 406/421

Research Article
teaching (Latif & Subramaniam, 2016). With that, on their teaching tasks but disregarded their
despite the interventions done, research productivity responsibility of doing research. Because of that, we
among teachers in HEIs in the ASEAN region remain conducted this study. We wanted to find out the
low. Hence it is recommended that schools may barriers that hinder them from conducting researches.
employ mechanisms like research collaboration among We would like to know the very reason of their
teachers (Okendo, 2018) and establishment of apprehension in venturing to scholarly writing despite
incentives (Grant, 2021; Suhardi, 2019; Vlasceanu & the trainings they had attended and the incentives that
Hancea, 2015). they will receive.
Moreover, among the Southeast Asian countries, the This study is informed by three key motivational
Philippines has relatively low research productivity theories: Hull's Incentive Theory of Motivation (1950),
than Indonesia, Malaysia, Singapore and Thailand, and Herzberg's Theory of Two Factors (1987), and Ajzen
it ranked 7th among those countries in terms of and Fishbein's Theory of Reasoned Action (1975). The
publication of academic papers and low research Incentive Theory highlights the role of rewards and the
productivity is manifested by a culture of self-citation avoidance of negative consequences in motivating
among Filipino researchers (Guido & Orleans, 2020). individuals, which is relevant to this study as it
Further, Wa-Mbaleka (2015) revealed that professors explores how monetary incentives drive faculty
lack time and trainings on publishing a work, are members to engage in research activities. Herzberg's
afraid to be rejected, are not motivated, and have Theory of Two Factors, known as Motivator-Hygiene,
limited resources and support. The faculty are anxious distinguishes between satisfiers (motivators) and
in writing and conducting researches and consider it as dissatisfiers (hygiene factors) that can either enhance
an additional workload aside from their teaching tasks or hinder task completion. In this research, satisfiers
(Bullo et al, 2021. Thus, training about research has to include recognition and responsibility, while
be conducted to see the importance it has to education dissatisfiers encompass poor policies and low pay.
(Etchuban et al., 2016). By this, teachers may be This theory guides the examination of factors affecting
mentored and will the needed skills will develop faculty members' motivation and research
(Squiers et al., 2017; Linderholm et al., 2022). productivity. Additionally, the Theory of Reasoned
Action posits that behavioral intention is the driving
In the local context, particularly in Cor Jesu College, force behind task completion, particularly when
the institution has invited research experts to conduct individuals perceive a positive impact on their
trainings and seminars to its faculty members to environment. This theory aids in understanding and
update them on the trends of research, especially in predicting faculty members' research behavior. In sum,
publishing an article in a journal. Also, a modest these theories provide a framework for assessing how
monetary incentive is given to faculty members who incentives, satisfiers, and behavioral intentions
produce, present or publish their research outputs in influence faculty researchers' motivation and output.
any refereed journals (Cor Jesu College Research
Manual, 2017). However, despite this enticing Research Questions
mechanism, still a big percentage of the faculty does
not engage into research and have not tried conducting The purpose of this qualitative phenomenological
one. In fact, in an interview done with the research study was to discover the barriers and other forms of
director, only 12% in 2016, 31% in 2017, 18% in support needed to improve faculty research
2018, 27% in 2019, 24% in 2020 and 31% in 2021 of productivity. Specifically, it aimed to answer the
the faculty that conducted a study. While the data following questions
shows that as years passed by the number of faculty
1. What are the barriers of research productivity
who conduct research has been increasing, still it can
among faculty researchers?
be argued that a large percentage of faculty does not
2. What other forms of support the school should
bother to look for a certain topic to be dealt in
implement to improve research productivity?
research.
Considering the findings presented above, it can be Literature Review

surmised that there are several reasons why the faculty
does not engage into research. As observed, several
teachers do not bother to come together, brainstorm Barriers of Research Productivity
and come up with an interesting topic to be considered
for conducting research. They just remained focused Research productivity among professionals in the

Research Article
academe is influenced by a myriad of factors. Among up mechanisms and support mechanisms for faculty
these is personal factor notably, self-efficacy, members can boost publication outputs (Kornhaber et
motivation, and orientation have been recognized as al., 2016).
significant drivers of research productivity
(Mantikayan & Abdulgani, 2018). Moreover, a Improving Research Productivity
deficiency in research skills has been identified as a
major obstacle for teachers in conducting and The primary concern for institutions in developing
publishing studies, particularly in areas like literature countries is the value of research outputs. As noted by
review, research conceptualization, and methodology Vinluan (2012), scientific research productivity has
(Tindowen, Guzman & Macanang, 2019; Toquero, been gradually improving in some Asian countries.
2020; Aguilar-de Borja, 2018; Bay & Clerigo, 2013). UNESCO has emphasized that "the lack of
On a positive note, intrinsic motivation has been found collaboration between research resources, facilities,
to have a positive impact on teachers' willingness to and researchers themselves causes the ineffectiveness
engage in research and publish studies (Peng & Gao, of the research process in higher education because
2019). Research productivity is also correlated with both competition and cooperation are integral to the
intrinsic motivation among researchers (Horodnic & research agenda in higher education institutions"
Zait, 2015). (Okendo, 2018). This underscores the central role of
research in any Higher Education Institution (HEI) in
Moreover, supportive institutional research culture and the Philippines.
colleagues and administrators can significantly
enhance employees' research productivity. Conversely, Offering incentives is one approach to encourage
a lack of support from the administration, including academic faculty to engage in knowledge translation
the absence of essential training, workshops, and and research utilization. This notion is supported by
guidelines for conducting research, can demotivate Vlăsceanu and Hâncean (2015), who argue that higher
teachers (Prado, 2019). Jameel and Ahmad (2020) research productivity and impact can be better
stress the significance of adequate funding, achieved through providing institutional incentives.
collaboration, information and communication Grant (2021) further contends that incentive and
technology (ICT), and job satisfaction in facilitating reward structures for academic researchers directly
teachers' research endeavors. Robust faculty influence the type of research being conducted and can
development programs and an enhanced research demonstrate the impact of the research. In contrast,
culture contribute to higher research productivity Suhardi et al. (2019) emphasize the importance of
(Quimbo & Sulabo, 2014; Alrahlah, 2016). University government policies, especially campus policies, in
and departmental factors, such as university rank and increasing the productivity of lecturers' research. They
affiliation, exert a notable influence on research point to China as a significant example, which has a
productivity. The perception of the department chair's 21% share of global science publications, leading as a
research success can impact research output within single country in the world according to the US
academic departments (Goodall, McDowell & Singell, National Science Foundation (2020). China's use of
2014). Furthermore, a collaborative culture fostered by incentives for publications has led to a tremendous
the administration can amplify the number of research growth in the volume of science publications by
publications (Afonja & Ojeomogha, 2014). Chinese scholars (Xu, 2021).
Furthermore, work-related factors can significantly In the case of the University of Cebu, Philippines, a
impact research productivity. Vocational teachers University Research Portfolio was proposed to guide
often prioritize teaching over research (Ismail et al., administrators in increasing the production of research
2020). Workload and heavy teaching loads directly projects, presentations, and publications by teachers
affect research productivity and demotivate faculty (Etcuban et al., 2016). Their study revealed that
from engaging research (Henry et al., 2020). Faculty teachers had low research productivity and needed
members often find it challenging to allocate time for training in research methods and statistics. Limited
research due to these factors. financial assistance and cash incentives offered by the
University also contributed to the impediment in
To counter these barriers, some positive factors have conducting research.
been identified. Raising lecturers' self-esteem and
organizing writing retreats have been shown to Moreover, mentorship programs have been developed
contribute to increased research productivity (van for faculty to build research careers (Squiers et al.,
Lankveld et al., 2017). Institutions that provide follow- 2017). Linderholm et al. (2022) suggest that team-

Research Article
based mentoring promotes scholarly productivity, institutional support for their research efforts. This
retention, and socialization within the institution's approach allows the researchers to uncover the
culture. On the other hand, lack of high-quality experiences and insights of the participants.
effective mentoring can result low self-efficacy,
slowed career advancement, and reduced research Participants
productivity (Choi et al., 2019). In a study conducted
in Indonesia, lecturers' motivation to conduct research The study included twelve (12) faculty members from
is influenced by intrinsic and extrinsic factors. The the tertiary department of Cor Jesu College, located in
intrinsic factors include financial incentives, pleasure Digos City, Davao del Sur. This selection adhered to
in conducting research, scientific responsibility, the Cre s wel l 's (2 0 1 3 ) rec o m m en d a ti o n that
desire to fulfill rank, achievement motivation, phenomenological research interviews involve
language, and research ability. Extrinsic factors between 5 and 25 individuals who have experienced
encompass institutional support, competition, research the phenomenon under investigation. Since the school
culture, and campus policy (Suhardi et al., 2019). requires faculty to engage in research as part of their
Additionally, faculty researchers' criteria for success in job performance, all teachers are considered faculty
job promotion and tenure processes have been found to researchers. The participants were chosen based on
shape their research outputs and publication choices specific inclusion criteria, which included individuals
(Grant, 2021). Salvador (2016) underscores the with either no research output or at least one (1)
importance of research and publication among faculty, research output, whether published or unpublished.
as it is closely linked to promotion and tenure in the They also needed to have been employed at Cor Jesu
service.
College for a minimum of five (5) years. Excluded
from the study were faculty members who had
Methodology produced two (2) or more researches and had at least
one (1) publication in the last five (5) years, as well as
teachers from the Basic Education Department,
This study is qualitative in nature employing a Graduate School, and Law School.
descriptive phenomenology research design which is
well-suited for understanding the occurrence of For the Focus Group Discussion (FGD), eight (8)
phenomenon, assessing complex multi-faceted participants were involved, and four (4) participants
interventions, and focusing on treatment development took part in the Key Informant Interviews (KII). These
(Busetto et al., 2020). The research process involves participants represented faculty members from the four
formulating questions and procedures, collecting data (4) colleges within the tertiary department.
from participants, analyzing the data, and interpreting
the findings (Castleberry & Nolen, 2018). Instrument of the Study
More so, Creswell (2014) asserts that phenomenology This study utilized primary data obtained from the
reveals the meaning of a concept or phenomenon as narratives of faculty researchers through Focus Group
experienced by multiple individuals. Sasikumar (2021)
Discussions (FGD) and Key Informant Interviews
adds that it is a method for investigating people's
(KII). FGD involved eight participants who shared
experiences throughout different phases of life.
their experiences and insights regarding research
Similarly, Simon and Goes (2013) contend that
barriers, while KII was conducted with four
phenomenological studies elucidate the meaning,
participants who preferred to share their experiences
structure, and essence of the lived experiences of an
individually due to confidentiality concerns.
individual or a group regarding a specific
Interviews served as the primary data source for this
phenomenon. Descriptive phenomenology is most
research. An interview guide was employed as a tool,
appropriate when the researcher seeks to describe the
phenomenon under study while setting aside their consisting of two main questions focused on research
biases (Idczak, 2007). barriers and the types of support the institution could
provide to facilitate their research. These questions
In this study, the phenomenological approach is were prepared by the researchers and validated by
employed to describe the experiences of faculty content experts. The interview process followed a
researchers in relation to the barriers they encounter in semi-structured format, as described by Ary et al.
conducting academic research which impacts their (2010), involving the use of main questions while
research productivity. Additionally, it explores the allowing the interviewer to introduce additional
suggestions these researchers may have regarding questions spontaneously during the interview.

Research Article
Procedure advantages, risks, and research-related information,

allowing them to make an informed decision about
The researchers conducted a profiling activity to assess their participation.
the quantity of research outputs among faculty
researchers within the research locale. The Additionally, anonymity played a crucial role in
identification of potential participants was based on preserving participant privacy, following Kaiser's
the results of this profiling. (2009) guidance. Participants were assigned code
names to conceal their identities, with codes randomly
To ensure the study collected the most useful data, the allocated to prevent any potential identification based
following data gathering protocols were observed. on the code names. Finally, Confidentiality was upheld
Firstly, Ethical Clearance was obtained from the as a top priority, in line with Kaiser (2009) and the
Research Ethics Committee of the institution. legal considerations highlighted by Israel (2004). Strict
Subsequently, a request for permission to conduct the measures were in place to prevent any disclosure of
study was submitted to the Vice President for identifying information such as names, addresses, or
Academic Affairs. Once approved, a letter of consent contact numbers, as discussed by Adler and Adler
was provided to the research participants. (2003). This study complied with RA 10173, the Data
Privacy Act of 2012, classifying all records related to
The study employed two separate interview types for participant responses. No information regarding
data collection: Focus Group Discussions (FGD) and participants' whereabouts or identities would be
Key Informant Interviews (KII). A focus group disclosed verbally or in writing. Furthermore, the
discussion is a format designed to stimulate research article would refrain from mentioning names
discussion, generate new ideas, and encourage or any private information. Finally, all Focus Group
exploration of unknowns, facilitated by an experienced Discussion (FGD) and Key Informant Interview (KII)
expert, as described by Brown (2013). On the other files would be securely destroyed after the
hand, a key informant interview is an in-depth transcription process.
interview that gathers information from individual
experts, involving the careful selection of subjects to
obtain input from the most knowledgeable individuals. Results
The researchers scheduled and determined the venue

for both FGD and KII, which were conducted face-to- This section presents the results of the collected data
face. FGD sessions typically lasted between 45 to 60 and, in addition, includes a comprehensive discussion
minutes, while the in-depth interviews ranged from 30 of the study's findings. Furthermore, the limitations,
to 45 minutes. Participant responses were recorded, implications, and concluding statements were also
transcribed, and subjected to data analysis. presented by the researchers, all of which are firmly
grounded in the study's findings.
Ethical Considerations
Barriers of Research Productivity
This study prioritized ethical considerations to
safeguard the rights of the research participants, After a thorough analysis of the responses of the
encompassing several key ethical issues. participants in the FGD and In-depth interviews, two
themes emerged as barriers of research productivity.
The voluntary participation was ensured, granting The first theme underscores that many faculty
participants the freedom to choose their involvement members do not prioritize research due to several
without any form of pressure or coercion (Bhandari, factors. Graduate school requirements and pressures
2022). Participants retained the right to withdraw from often divert their focus from research, leading to
the study during interviews without the need to concerns about meeting academic qualifications.
provide reasons, eliminating any sense of obligation to Furthermore, heavy teaching loads, scheduling
continue. Moreover, Informed consent was another conflicts with co-researchers, and a prioritization of
pivotal aspect of the ethical framework. Informed teaching and administrative duties all contribute to
consent serves as a critical tool in respecting limited time and attention available for research. The
individuals' rights during research (Mack et al., 2011). second theme explores technical and knowledge-
It ensures that both parties fully understand their roles related obstacles that hinder research productivity
and responsibilities, as emphasized by Davidson, among faculty researchers. Many grapple with a lack
Martinsons, and Kock (2004). Each participant of confidence in their research abilities, fearing
received a permission document detailing the study's comparisons with more experienced researchers and

Research Article
doubting their research skills. This lack of confidence were not able to successfully finish the collaborative
extends to conducting independent research, writing study with her colleagues because they could not find
research papers, and presenting findings due to common time in conducting it due to their teaching
perceived technical inadequacies. Additionally, some load. Even during weekends, it was difficult for them
faculty members face challenges arising from a lack of to meet because of their teaching responsibilities.
background in research, including insufficient research
knowledge, difficulties in pursuing innovative Indeed, the incentives offered are quite appealing;
research, and a lack of research experience during their however, my heavy teaching workload has made it
undergraduate studies, resulting in an inadequate challenging for me to formulate a research concept.
foundation in research practices. These two themes Balancing numerous responsibilities has left me with
collectively illuminate the complex barriers that little time to dedicate to a research endeavor. The
faculty researchers encounter in their quest for
demanding nature of our work, coupled with a hectic
productive research endeavors.
schedule, has posed significant obstacles to
Doing Research is not a Priority. The most common conducting research. It's not just about conceiving a
barrier of research productivity that the participants research paper; we are also required to execute
identified is that they do not consider research as a practical tasks in our field, such as carbon
priority due to their graduate school studies and work installation, and generate comprehensive conclusions.
responsibilities. The participants revealed that their (KII 2, T6, lines 67-69;82-85)
graduate studies, teaching, and administrative tasks put
research on the back row of their priorities. Another reason that the faculty considered research to
be least priority is their teaching responsibility. They
I did not attempt [to conduct research] on my own. It’s find it hard to integrate the task of carrying out
like not my priority because I want to finish my teaching responsibilities like preparing for the lesson,
doctorate first because others finished already theirs. I doing the discussion, attending the students’ needs and
had to prioritize my doctorate because it’s not just at the same time conceptualizing and conducting
about plain essay, the requirements have to be research. They find themselves inefficient in their
research-based. (KII 2, Transcript 7, page 1, Lines 19; teaching tasks if conducting research be required from
22-24; 40-41) them. Further, other faculty holds administrative
responsibilities and they cite this as another reason of
As narrated by KII2, he did not attempt to conduct any being not able to conduct a study. They mentioned that
institutional research because he was too focused in to be a program head entails many paper-works and
accomplishing the requirements given by his deadlines to beat. As a result, it is difficult for them to
professors. He noted that the graduate school tasks conduct a study because they prioritize their program
needed to be given much attention since they have to more than anything.
be done in a scholarly manner. Similarly, other
participants cited that over the years institutional Technical and Know-how difficulties. Another
research was not their priority because they were busy glaring barrier which the faculty researchers
in updating their qualifications like having a license, recognized is their lack of technical skills in research
taking masters or doctorate degrees. writing as well as their know-how about the nature of
doing research. The participants expressed their
I was having my doctoral degree and it causes me to willingness to conduct research but they lacked the
so much pressure. (P5, T3, Lines 24-25) confidence in doing so. For instance, Participant 8 said
I had my master’s degree. Then after it, I worked out that he doubts his ability in conducting research when
for my license. Then after, I proceeded to my he witnessed the presentation of the experienced
researchers. Similarly, another participant expressed
doctorate. (P7, Transcript 3, Lines 19-20)
her frustration in doing so despite the enticing
Moreover, the faculty cited the lack of time due to incentives for having no background in writing
teaching responsibilities as a reason for not conducting research, thus, established her lack of confidence.
research. In fact, one participant mentioned that the
overwhelming number of teaching loads hinder her to And the confidence… the moment I can see the
conduct institutional study. She could not think of any presenter, I feel belittled and I would say how good
study to dwell since her energy is consumed in they are. They are good in memorization. (P8,
teaching. Similarly, another participant revealed they Transcript 4, Lines 399-400)

Research Article
Although the faculty had undergone graduate studies, Provision of Research Guidance. Research
still they think they lack the necessary skills in doing productivity has been the call for the higher education
research. Their research exposure is not enough; as a institutions for it is integral to the teaching function of
result, they had the tendency to find it difficult make a the faculty. Nevertheless, many faculty members are
research especially when new trends, methodology of not into research and lack the interest and willingness
format emerge. In fact, the participants stated that they to participate in research writing. Like what Participant
have difficulty in looking for credible sources and 6 insisted that he is not motivated to do research and
doing the paraphrasing. The participants narrated that not even enticed on the incentives designed.
their lack of competence in searching for reliable
sources, fear and limited writing skills, lack of ability However, some of the participants expressed their
to articulate in English and paraphrase texts hinder willingness to do research if there is provision of
them from conducting research. guidance to help them out in conducting and in
following the institution’s standards. One of the
I am not good in computer like the copying and clustered themes transpired as a form of research
pasting…and the paraphrasing…(P6, Transcript 3, guidance is the need to conduct regular orientation
lines 120-121) and research training. A parcel of it, KII 1 said that
I have fear.. like in presenting, the use of technology, there is a need for the research office to continuously
the how in powerpoint and the other things needed reach out to faculty to ignite the motivation and to
which I know I am not really good at. (P8, Transcript keep them on track in research. One way of reaching
out to the faculty is the provision of regular
4, Lines 153-155)
orientation and assistance. It may boost confidence and
More so, another technical and know-how difficulty is enthusiasm in research writing. Participant 8 retorted
the lack of background in doing research. Participant 1 that the school should conduct research orientation on
revealed that her reason of being discouraged in doing the research agenda of the institution and other
institutional research is her lack of research research-related concerns among the faculty members
background. Although she has the drive in conducting particularly the newly hired teachers. Doing so will
one, she has difficulty in determining and presenting aid teachers in conceptualizing and conducting a study.
the appropriate details for methodology for research Moreover, KII 1and KII 2 shared that aside from the
was not part of her college curriculum. Furthermore, orientation, assistance is also be of great help for
other participants shared the same problem of having teachers to conduct research.
no background knowledge about research. Also,
It would be better if there will be regular orientation
another participant considered doing research in her
field very difficult in terms of novelty. She said that in regarding faculty research so that we can have the
her field, novelty of the study is very important that guidelines on how to write and on the standards of
demands much of her time over her teaching work. presenting it. (KII 1, Transcript 5, Lines 123-125)
Because of this, she is not much motivated to do
research despite the incentives. KII 4 personally observed that research is a must thing
to do, yet, no clear assistance and training were
Other Forms of Support the School should Provide provided in doing it. For her, having research training
is a way of providing guidance. It is considered
In terms of the other forms of support that the school significant since integral to research is its
could provide to enhance faculty research productivity, technicalities; hence, learning its basics is a must.
two main themes are emphasized. The first theme However, some of the participants received several
underscores the importance of offering research trainings already but still had lacked the passion on
guidance, including conducting regular orientations research. Participant 6 bluntly argued that he is still
and research training, assigning research experts as experiencing difficulty in research despite the seminars
guides, and promoting collaboration among faculty given. What seems lacking was the support in terms of
researchers. The second theme suggests providing training in doing research specifically in the field of
more incentives, such as considering research in specialization. KII 2 and KII4 aired out their
faculty workload adjustments, incorporating research sentiments that panel members should have technical
into ranking and promotion criteria, offering non- skills in the specific field, like in the engineering and
salary related incentives like travel support for in other program so that the field of specialization will
conferences, and increasing monetary rewards. These be recognized and considered that it has its own style
strategies collectively aim to facilitate and encourage of writing research. The same thoughts were shared by
faculty engagement in research activities. Participants 3 and 8. They insisted that a technical

Research Article
panel who belong to the same field of expertise should regularly produced research but to those who are not
sit as panel members during research defense. active researchers, the incentive might be enticing but
they suggest other options that schools can offer to
In our area, there must have experts in the field to look cater to the interests of others when it comes to
into our paper. (P3, Transcript 2, Lines 69-70) available incentives.
During the panel defense, presence of an expert in the
One of the other forms of support that the faculty
field to sit down is a must. (P8, Transcript 4, Lines
researchers suggested is the improvement of monetary
287-288)
incentive by giving research output a bearing in the
salary through adjustments in teaching loads and
Another form of support that the participants shared
implementing institutional ranking that gives weight in
was having a research expert to guide will definitely
research productivity of the faculty. For instance, KII1
encourage them in the writing journey. They claim that
and KII2 shared that it would be helpful if the teaching
the provision of a research coordinator per program
load itself would be adjusted by incorporating it in the
will help facilitate faculty to conceptualize and
regular teaching loads such as making research part of
conduct research. Additionally, Participant 8 also
the number of regular teaching loads. The suggestions
insisted on the presence of an adviser that may
of Participants 4 and 6, KII3 and KII 4 also concurred
increase the research productivity among the faculty.
with the suggestions of the informants which focus on
KII 4 added that if she does not really know the
making research part of the teaching load but could
technology of research, no matter how enticing the
also serve as teaching overload.
incentives are, they can never motivate her. So, there is
a need for a research expert to guide. In the regular seven loads, two or three loads could
equivalent to research. It should be incorporated to
It would be nicer if there is a presence of a
your loading so that you have enough time to conduct
coordinator to look into the research works. It can
research. You can have two hours devoted to it. (KII 1,
really help finish the research. It can also help if one
Transcript 5, Lines 90-92)
will pursue his graduate studies because he can gain
knowledge on how to do it especially observing the Moreover, the suggestions of KII1, KII2, KII3, KII4,
format set by the school. (KII 1, Transcript 5, Lines P4 and P6, both P7 and P8 are all parallel which is
112-115) about the production of research to have a bearing on
salary increase. P7 said that it could be a top-up in the
Finally, collaboration in doing research work may also salary for a specific number of research outputs
help increase research productivity. Participant completed. P8 suggested that it could be included in
1expressed that she waited for colleagues to tap her to the ranking and promotion because at the moment, the
write. Since nobody asked her to do it, she also institutional ranking is not yet in place.
ignored doing research. Participant 6 also expressed
her lacking confidence in doing research if none will Cash incentives through increase in salary should be
work with her. She confirmed that there is a need to given to researchers. And those who conducted
have someone knowledgeable to guide her undergo the researches should be given points which will be part of
research journey. She firmly expressed that she loves the ranking system. (P8, Lines 354-357; 366-367)
collaborative effort and that in collaboration someone
can push her to do research. Participant 6 mentioned Furthermore, also other forms of support that the
that support of colleagues is crucial in finishing the faculty researchers have suggested is the provision of
research task. However, she noticed that despite other incentives that are non-salary related. This has
having a collaboration, if other members are not something to do with travel, and research presentation
serious in doing it, collaborative effort will still be to opportunities and increase in the monetary incentive.
no avail. In collaboration also, it can provide For one, P7 suggested that if the research output is
assistance and encouragement to conduct research as very good, the school can reward the faculty with a
asserted by KII 4, Participants 8 and 7. travel incentive. This was delightedly affirmed by all
the other seven participants of the focus group
Provision of More Options for Incentives. The discussion. Participant 8 verbalized that a travel with
initiative that the institution came up to promote the preferred Philippine destination of the researchers
research productivity among faculty is by offering would be very enticing. It could even be an
monetary incentives to them. The monetary incentive international travel destination as well. This
is enjoyed by the faculty researchers who have corroborates to the answer of KII2 who also suggested

Research Article
that travel incentive could also be a good option that other endeavors which they give more attention to.
teachers can avail if they publish a research output. One specific barrier is the teachers’ graduate
education. They articulated that they were not able to
Faculty researchers may be offered an international conduct institutional research because they had many
travel or have additional vacation leave if they publish tasks and assignments to be accomplished in their
their research. (KII2, T6, Lines 113-114) studies. They sacrificed the responsibility of
conducting a study since there are many demands to be
Similarly, majority of the faculty researchers posited fulfilled in their studies. It is hard to balance the
that for the research to be more enticing and demands of both worlds. While the participants of this
motivating, they will be given opportunities to present study did not reveal their emotional and psychological
in international research conferences and if in-person, distress in having their graduate studies and carrying
it will expense-free on the part of the researcher. With out their responsibilities as teachers, they revealed that
that, the faculty will be enticed to conduct a study the reason of putting institutional research on hold is
because they will not just present a study in another the experience of being bombarded with tasks in their
place but all expenses will be shouldered by the graduate education and in their teaching duties.
school.
More so, the participants revealed that doing research
The school offers a very modest monetary incentive is not their priority because of their teaching task and
that is better compared to other higher educational administrative responsibilities. They mentioned that
institutions who do not have research incentives at all. they need to spend longer time preparing for lesson,
However, to one of the informants who also does atten din g the needs of their stud ents and
professional practice, the amount of the monetary accomplishing the tasks given to them by their direct
incentive the school offers should be increased heads. Hence, the lack of time as a consequence of
because between research and her additional income performing job related responsibilities is a major
from professional practice, she would opt to accept reason why faculty researchers have difficulty in
professional practice if on the basis of monetary engaging into research activities (Lagrio, et.al., 2022;
incentive alone. Since the imposition of the monetary AlSardi et al., 2021; Shanmugam et.al., 2019;
incentive with the established of the institution’s Farzaneh et.al., 2016; Jahan at.al., 2015; and Ahmed,
Research and Publication’s Office, the research 2014). In addition, Lagrio et.al., (2022) claimed that
productivity of the faculty has improved. While there heavy teaching loads affect the practice of research.
are still those who have not been active in engaging in Similarly, in the Study of AlSardi (2021), the time to
research endeavors, the school continues to seek for prepare for the work and the time to conduct research
improvement in terms of providing support to the has been overlapping. Thus, the tendency to sacrifice
faculty to enhance their research capacity and the latter. Similarly, the findings of Shanmugam et.al.,
capability. (2019) also found out that teachers are burdened with
teaching load, managing student activities and even
administrative work. In addition, Cocal et al. (2017)
Discussion
revealed in their study that one of the reasons of not
caring about conducting research is teaching overload
Barriers of Research Productivity and other duties. Of which, Ismail et al (2020)
affirmed by revealing that vocational teachers prefer to
Research is Not a Priority. Despite the school’s very have their teaching responsibilities rather than
modest monetary incentive for the faculty who conducting a research. Likewise, Fawzi and Hattami
produce institutional research excluding the other (2017) and Ula and Barrera (2017) also exposed that
monetary incentives for research presentation and teachers claimed that their heavy teaching loads hinder
publication, still, several faculty failed to engage into them to conduct research in which Gaikwad (2021)
research. Based from the result of this study, faculty also attested to. From this, it can be implied that lesser
researchers’ failure to produce research was teaching loads among all others will help improve
significantly attributed to their other endeavors which research productivity of faculty members.
they give higher priority over research writing which
makes research in the side lines. These findings are also parallel to what Guraya et al
(2018) unraveled. They posited that the reason of
The first emergent theme under the barriers of having very low research productivity is the
research productivity is that conducting institutional administrative burden given to teachers. Their time is
research is not a priority for them as there are those consumed mostly with their administrative task.

Research Article
Similarly, teachers were also imposed by the excessive and in paraphrasing a statement from an article or any
workload that results in their lower research reliable sources. They fear that they cannot articulate
productivity (Griffiths et al., 2010). The result of this the ideas well; thus, limiting themselves from doing
study is the same with that of Henry et al (2020). They any study.
also found that the research productivity of those who
handle administrative work is highly influenced by This revelation is similar to the findings of Mantikayan
their tasks. It is the heaviness of their duties that made and Abdulgani (2018). They revealed that one of the
it possible for them not to conduct research. These are reasons of teachers’ apprehension in conducting
all counterintuitive with the results of Rosowsky research is their lack of research skills. It is difficult
(2022) which emphasized that as faculty, there is a for them to conceptualize a study because it difficult to
need to engage in research as part of their mission paraphrase. This is similar to that of Toquero (2020);
around learning and discovery. Therefore, Aguilar-de Borja (2018); and Bay and Clerigo’s
administrators ought to offer different forms of support (2013) findings when they articulated that teachers
based on the reasonable circumstances of each have novice skills in doing research especially in terms
institution. More so, a study was conducted in Ardabil of literature review, research conceptualization and
University and the proponents found that one of the methodology. More so, the language used in writing
major reasons why the faculty are not into conducting research has been the barrier for teachers in having
research is the lack of time due to job preoccupation. one. It was shared that it is difficult for him to make a
The teachers are more into other tasks than considering research because he is not that competent in the
a research. As a result, the faculty remains to have low language. This is similar to the result of the study of
research productivity. Teachers find the time of doing Tariq and Ahmad (2016). They exposed that in
a research very limited because of the rigorousness of Pakistan, the reason of its low research productivity
the task that requires a relevant problem and technical among its teachers is their lack of communication
knowledge which they find very taxing. Researches in skills in English. Teachers have the hard time
the field of science is one that demands more time and presenting their ideas accurately. With that, teachers
careful consideration. As such, the faculty in the said just end up doing no research at all. Further, lack of
colleges have this as a barrier of conducting a study. background in doing research is another emergent
Of which, Elkbuli et al. (2020) supported. They theme. It was revealed by the participants in this study
revealed in their investigation that the faculty of that their exposure to research is not enough. They
surgeons do not conduct any research because they are may have done it in their graduate school, but they still
more into their work. They think that to conduct a need guidance so that when uncertainties would take
thorough study in their field, longer protected time place, they will have someone to consult from. This
must be allotted. It was revealed that when sufficient thought corresponds to the result of the study of
time is given to them to conduct a study, they will Okoduwa et al. (2018). They revealed that lack of
have the tendency to have more researches and professional mentorship and research facilities are
publications. some of the major reasons of low research productivity
among teachers in Nigeria.
The participants believed that research demands longer
and ample time. Thus, they were not able to make one Moreover, in the study of Suson et al. (2020) it was
since they have very limited time frame ,and they are exposed that lack of research training is the reason
to comply some other responsibilities. Overall, the why teachers are not exposed to research. They
reason of the participants in this study of not having revealed that teachers in Cebu are not fully equipped
any institutional research is similar to that of the with their skills in research because they were not
teachers being subjected to studies. Graduate school given enough number of workshops that may enhance
studies, teaching responsibilities and administrative their skills in doing it.
tasks primarily consume their time and energy. Thus,
having another task like doing a research was never In this study, teacher researchers expounded that they
fulfilled. have not bothered in conceptualizing an institutional
research because for them this task is very heavy,
Technical and Know-how Difficulties. The second especially that they lack the necessary skills in doing
emergent theme with regard to the barriers of it. The have lesser exposure to it and they are not so
conducting research among the faculty is their good in the language where such has to be presented.
technical and know-how difficulties. Particularly, one
of the emerging themes under this is their lack of Other Forms of Support Needed to Improve
writing skills especially in utilizing English in writing Faculty Research Productivity

Research Article
Provision of Research Guidance. Although the Further, collaboration with colleagues who have
institution where the participants were asked about the research know-how and provision of research training
barriers of conducting institutional research has are also mentioned by the teacher researchers.
provided mechanism to help them make one like the Although this has been practice in the institution where
provision incentives, seminars and workshops and they are in, they see these as good mechanism to
even introducing research collaboration, still the develop their love of doing research. They suggested
participants want some other form of support to help that constant training may be done and that alignment
them be able to accomplish an institutional research. according to their field may be considered.
One of the forms of support that the participants As revealed by Vuong et al. (2019), research
mentioned to have is provision of research guidance. collaboration among the faculty in Vietnam increased
They mentioned that although the school has the their research productivity. In fact, they mentioned that
Research and Publication Office, they want to have international collaboration may boost research output
more constant monitoring. To them, to be able to since there is a chance for the faculty to collaborate
finish the whole process of doing a research, it is not with some experts in another country. More so,
just enough that they are met once, be given a topic research training is a good mechanism to increase
and will do on their own in doing the study. They want research productivity among teachers. In the study of
that there will be constant monitoring and updating. Pfund et al (2013), the research training participants
With that, some confusions about the writing process reported high level of satisfaction with regard to
will be addressed. training about research that developed their knowledge
and that impacts their perception toward research
As mentioned by Linderholm et al. (2022) mentoring writing.
and monitoring promote scholarly productivity, team-
based mentoring promote retention and socializes with Hence, it can be gleaned that provision of research
faculty in the institution’s culture. Research guidance guidance may boost the research productivity among
is an effective form of support for junior faculty to teachers. They think that by having it constantly
increase research productivity. In fact, the study of develops the necessary skill in carrying out the
Rush and Wheeler (2011) revealed that the junior arduous research process.
faculty who were subjected to research monitoring and
guidance has increased their attitude of doing research; Provision of More Options for Incentives The teacher
thus, increasing their research productivity. researchers shared that one of the major reasons why
they were not able to conduct research is the demand
Similarly, when an expert in research is there to guide, of teaching duties. As such, they suggested that there
teachers will be able to increase their positive attitude will be updates on the institutional research policies
towards research. In fact, one of the participants that ensure benefits among them. They recommended
mentioned that to have research coordinator per that the school should implement a policy that
college may boost the research productivity among the explicitly includes research as part of the teaching load
faculty in each college. Having this provision would by assigning the standard seven loads as a full-time
let them easily approach the coordinator and they will workload, with any additional research responsibilities
be thoroughly guided in the course of the process. counted as an overload. This approach, they argued,
would facilitate the execution of comprehensive
As indicated by Gruber et al (2020) in their study that institutional research projects. The participants'
having research expert to guide boosts positive recommendation implies that they may not have been
outcomes. The novice ones in writing research will fully aware of their role as researchers within the
have the tendency to have an increase in research college department, where research is inherently part
productivity, reduced attrition and higher satisfaction, of their 40-hour weekly workload. Consequently, there
especially that they can easily approach the expert. appears to be a gap between the teachers' current
According to Shollen et al. (2014), through informal understanding and what they should ideally know. To
guidance, their satisfaction will increase while through bridge this gap, it is essential to regularly
formal monitoring their research productivity. Thus, communicate the institutional research policy,
provision of research coordinator will boost teachers to especially its inclusion within the workload, to the
conduct research since they may just go to him/her faculty. As implied in the result of the study of
when confusion takes place and there is no need for Nguyen et al. (2021) institutional research policy must
them to have a formal meeting or conference in doing be established to direct and guide teachers especially
so. in undertaking research. As supported by the study of

Research Article
Sarcino-Almase (2021) by establishing a certain research productivity and impact may better be
program, teaching staff may develop positive outlook delivered through providing institutional incentives.
on research. As their participants indicated, teachers Grant (2021) also argued that incentive and reward
perceive research positively because of the establish structures for academic researchers directly influence
program and support given to them. In fact, the study what type of research is being conducted. He added
of Beerkens (2013) affirmed this when the participants that recognition and reward for universities can
indicated that universities with supportive demonstrate the impact of the research. As pointed out
management improves research productivity among by Salvador (2016) the importance of research and
teachers. publication among the faculty is the establishment of a
clear understanding that it will result to promotion and
Further, reducing the teaching load among teachers tenure in the service. This is supported in the study of
may help them in improving their research Aithal (2016), which revealed that by including
productivity. As suggested by Conn (2013) school research as basis of teachers’ performance and
administrators may devise a mechanism to reduce or accreditation, their research productivity increased.
distribute the teaching responsibility so that the
number of teachers’ research output may improve. More so, travel and research conference incentives
This is in connection to the result of the study were seen by the participants as good support to entice
conducted by Dangan (2014) that only a scanty of teachers to conduct a study. They said that aside from
teachers in Palawan State University conducted a giving monetary incentive, a travel to a tourist
research because of motivation, gender and teaching destination would be another option which will allow
load. It was revealed that teachers were not that them to visit other places. This idea is similar to the
motivated to conduct research because of their contention of Incentive Research Foundation (2021). It
overflowing teaching responsibility. Thus, it was was pointed out that non-cash reward such as travel is
recommended there will be reduced of workload more effective in improving employees’ performance
among the faculty to increase their research than cash. This is supported by Konokenko (2014) in
productivity. the result of her study pointing out that organizations
may organize travel incentives so the workers will be
Based on the participants' responses, it can be inferred motivated to improve their performance. This supports
that incorporating research as a component of teachers' the report released by the Incentive Research
teaching loads may enhance their research Foundation (2019), travel incentive was a popular
productivity. They suggested that it might be more option for employers to retain and motivate their
effective to designate research as an overload, employees.
allowing them the opportunity to engage in research
activities. This recommendation again highlights a Lastly, research conference incentive is seen to be
potential lack of awareness among faculty members another form of support that the school may devise to
with lower research productivity regarding the extent increase research productivity among teachers. The
of research responsibilities within their weekly participants recommended that the school may
workload. shoulder the registration and travel expenses of the
faculty presenter since they are representing the
The institution where the participants of this study are school. Also, through it, they may be able to establish
connected already established monetary incentives for linkage with other scholars from different institutions
teachers who are able to defend, present, and publish and to bring some new learning which they can share
their studies. Aside from monetary incentives, they to their colleagues upon going back. This idea
want to include other forms that which includes resounded the result of the study of Hauss (2021)
salary, and even travel to motivate them to conduct a which highlights about the importance of attending
study. The participants shared that they are glad that research conferences. It was discussed that
there is monetary reward that awaits for those who can conferencing goes beyond the typical exchanges of
have a research; however, they also recommended that information. This serves as an avenue for researchers
it would be better if those who conduct research will to encounter other researchers, establish new
earn points for ranking and promotion. With that, the connection, maintain old connection, have exploratory
salary will increase and will motivate teachers to talks and most importantly initiate collaboration.
conduct a study. Further, through conferences, attendees may develop
positive outlook on research, observe and acquire
This correlates to the results of the study of Vlăsceanu presentation skills and confidence, and develop
and Hâncean (2015) which posits that a higher research skills and perspectives (Little, 2020).

Research Article
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BARRIERS OF FACULTY ON RESEARCH

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Barriers of Faculty on Research Productivity

Keywords: education, barriers of research productivity, forms of support, phenomenology, Philippines

Introduction (Brown, 2019). Only a few teacher-researchers are

Sayao et al. 406/421

Considering the findings presented above, it can be Literature Review

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Sayao et al. 409/421

Procedure advantages, risks, and research-related information,

The researchers scheduled and determined the venue

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References CHED Memorandum Orders No. 52 Series of 2016 (CMO 52 s.

Sayao et al. 418/421

Incentive Theory of Motivation. Definition & Examples. (2022,

Sayao et al. 419/421

f a c u l t y : a c o h o r t s t u d y of H a r v a r d Medical Studies, 16, 429.

Sayao et al. 420/421

-theory-motivation. identity in the university context: a systematic review of the

Toquero, C. M. D. (2020). “Real-world:” preservice teachers'

Tudy, R. & Tudy, I. (2016). Doing Qualitative Research: A Guide

Ula, M.B., (2018). Benefits and challenges of doing research:

US National Science Foundation (2020). The state of U.S. science

Sayao et al. 421/421

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