From Teaching to Inquiry: Research Engagement among Senior High School Teachers in Ghana

Background Teachers' involvement in research is crucial to raising the standard of education and implementing evidence-based instruction. The degree and variables affecting research engagement among Ghanaian senior high school (SHS) teachers, however, are poorly understood. The purpose of this study is to evaluate the degree of research engagement, barriers, motivators and institutional support influencing SHS teachers' engagement in research. Methods A quantitative, descriptive research approach was used, with data obtained from 1,690 SHS teachers in Ghana's public and private schools using a structured survey. The study analyzed responses using IBM SPSS Statistics Version 28 and R version 4.1.0, and the results were presented in tables, charts, and graphs. Results The findings reveal that research engagement among SHS teachers is low, with only 4.1% having conducted and published research. Major barriers include lack of motivation (23.7%), heavy workload (21.6%), insufficient training (17.1%), and limited access to research resources (75.1%). Additionally, 90.5% of teachers reported a lack of institutional support. While personal interest (81.8%) was the dominant motivator for research, institutional incentives such as professional development (0.1%) and contributions to the educational field (0%) were nearly absent. The study also confirms that research and publication skills significantly influence engagement, with only 5.3% of respondents having received formal research training. Conclusion The study highlights systemic deficiencies hindering research engagement among SHS teachers in Ghana, describes the extent to which various barriers and motivators contribute to these limitations, and recommends systemic reforms required to eliminate these challenges.