Attitude and Self-Efficacy on Research as Predictors of Research Engagement among Elementary Teachers

Abstract

Teachers are poorly engaged in research. The influence of attitude toward research and research self-efficacy on research engagement is examined. Using predictive design, collecting 317 data from elementary teachers selected through stratified random sampling, utilizing a survey questionnaire, findings revealed that determinants together significantly influenced the criterion, partly affirming the Theory of Planned Behavior. Further studies to locate the remaining 40.1% variance in the criterion is recommended. Exploring potential variables emerging from qualitative studies may supplement such a recommendation.