This article highlights the importance of preparing educators and counselors in the study of research methodology. Suggestions for faculty instructors of research for breaking through the stigma of the feared research course by careful and purposeful delivery of course objectives will be discussed. Five steps for building positive classroom climate and culture in research courses are explained, and if implemented these may ultimately result in an improved sense of self-efficacy for students and future leaders in the use of research skills. Preparation for conducting and utilizing empirical research is essential for advancing education and counseling professions, emphasizing accountability, and demonstrating evidence-based best practices in outcomes research. It is an ethical responsibility for faculty instructors of research methods and statistics to engage graduate education students in actual research proposal work to generate a new generation of competent researchers who will be motivated to conduct meaningful research and contribute to the research literature for the benefit of practitioners, students, and clients in education and mental health institutions and agencies.
Gina Cicco (Sun,) studied this question.