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Abstract
The inclusion of teachers in educational research has gained prominence as psychological research shifted its focus to learning processes. Initially a subset of psychology, educational research evolved into an independent field, gaining traction with behaviourism and its class-oriented perspective (Landsheere, 1993). The increasing focus on language learning has further emphasized the role of teachers as researchers, prompting studies on their engagement in research (Borg, 2010; Santa & Santa, 1995). This study investigates the research perceptions of primary school English teachers and their engagement in scientific research by examining the frequency with which they read published studies and conduct research. A sequential explanatory mixed-method design (Creswell, 2012, p. 172) was employed, utilizing an adapted version of Borg’s (2009) six-part questionnaire for quantitative data collection and semi-structured interviews for qualitative data. The study sample comprised 75 primary school English teachers from Iskenderun, Payas, and Dörtyol in Hatay province. Findings revealed that while teachers recognize the characteristics of scientific research, they often associate conducting research with searching for lesson materials or classroom observations. Institutional attitudes significantly impact teachers' engagement, alongside teacher-related factors such as motivation, research knowledge, and the need for consultancy. The study suggests that enhancing teacher training programs to integrate the teacher-researcher role, offering in-service research training, and allocating time for research in teachers' schedules could foster greater research engagement and awareness among educators.
