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Intrinsic motivation and career goal orientation emerge as primary drivers, while important others have limited influence. 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Whether to Do Research  \nAndrej Šorgo*1 and Jasmina Heric2  \n• One of the teacher’s basic tasks should be to ensure that the quality of his/her educational work is continually enhanced by the application of practitioner research, as a recognised genre of educational research. The aim of this study was to explore factors that can motivate or demotivate teachers to include research in their educational practice. An online questionnaire was addressed to all Slovenian primary and secondary school teachers and full responses were received from 325 teachers. Although the teachers expressed high perceived self-confidence in their research abilities, this did not transfer to research activity, as only about one quarter of the respondents reported that they performed research. The main drivers of research are an intrinsic motivation for research and career goal orientation, followed by the relatively low influence of important others. Practitioner research is highly valued among teachers, so there must be other factors at work preventing more teachers from starting research activities. Among the leading factors recognised as obstacles are those that can be regarded as facilitating conditions in terms of motivational theory. Work overload, lack of time, school bureaucracy and family life can be regarded as competing with research for the teacher’s time, along with other important issues. The school climate cannot be regarded as the main obstacle to research. The findings call for the reallocation of at least some work duties in favour of research as part of regular employment.  \nKeywords: teacher-researcher, reflective practitioner, motivation for research  \n1 *Corresponding Author. Faculty of Natural Sciences and Mathematics, University of Maribor, Slovenia; [andrej.sorgo@um.si](andrej.sorgo@um.si).  \n2 Primary School Artiče.  \n78 motivational and demotivational factors affecting a teacher’s decision on ...  \nMotivacijski in demotivacijski dejavniki, ki vplivajo na odločitev učitelja, ali bo raziskoval  \nAndrej Šorgo in Jasmina Heric  \n• Učiteljeva osnovna naloga bi morala biti stalno zagotavljanje dviga kakovosti izobraževalnega dela z vpeljavo lastnega raziskovalnega dela vprakso (»practitioner research«) kot priznane zvrsti raziskav v izobraževanju. Cilj te študije je bil raziskati vpliv dejavnikov, ki lahko motivirajo ali demotivirajo učitelje za vključitev raziskav v njihovo izobraževalnoprakso. Spletni vprašalnik je bil naslovljen na vse slovenske učiteljeosnovnih in srednjih šol, 325 učiteljev pa je prispevalo odgovore. Čeprav so učitelji izrazili visoko samozavest o svojih raziskovalnih sposobnostih, pa se to pozneje ni preneslo v njihovo raziskovalno dejavnost, saj je le približno četrtina anketirancev poročala, da so že raziskovali. Najpomembnejši spodbujevalci raziskovalnega dela so notranja motivacija za raziskovanje in karierni cilji, čemur sledi razmeroma nizek vpliv pomembnih drugih. Ker je raziskovalno delo med učitelji zaznano kot cenjeno, sklepamo, da morajo obstajati drugi dejavniki, ki preprečujejo, da bi se več učiteljev vključilo v raziskovalne dejavnosti. Med vodilnimi dejavniki, ki so prepoznani kot ovire, so tisti, ki jih lahko v smislu motivacijske teorije obravnavamo kot olajševalne okoliščine. Zato lahkopreobremenjenost z delom, pomanjkanje časa, šolska birokracija in družinsko življenje skupaj z drugimi pomembnimi vprašanji tekmujejo z raziskovalnim delom za čas učitelja. Medosebnih odnosov v šoli ne moremo obravnavati kot glavno oviro pri raziskovanju. Če bi želeli vzpodbuditi avtentično raziskovalno delo učiteljev, bi to na osnovi ugotovitev, pridobljenih z raziskavo, zahtevalo prerazporeditev vsaj nekaterih delovnih nalog v korist raziskav v okviru redne zaposlitve.  \nKljučne besede: učitelj raziskovalec, refleksivni praktik, motivacija zaraziskovanje  \nIntroduction  \nResearch activities are not regarded a","cbCailCKTLG4b3It","https://ap.wps.com/l/cbCailCKTLG4b3It","pdf",203486,21,"English","# Introduction\n## Rationale for teacher research\n## Evidence-based practice and research methodology","[{\"question\":\"What does the study investigate about teachers and research?\",\"answer\":\"It examines factors that motivate or demotivate teachers to include research in their educational practice.\"},{\"question\":\"How many teachers responded to the questionnaire, and what was the response pattern?\",\"answer\":\"Full responses were received from 325 teachers, and only about one quarter reported that they performed research despite high self-confidence.\"},{\"question\":\"Which factors are identified as major drivers and obstacles to practitioner research?\",\"answer\":\"Intrinsic motivation and career goal orientation drive research, while obstacles include work overload, lack of time, school bureaucracy, and family life competing with research.\"}]","Motivational and Demotivational Factors Affecting a Teacher’s Decision on Whether to Do Research | PDF",1792086477,53]