Research engagement among educators is important for professional growth and improving teaching quality in higher education. This study investigates the role of engagement in research in enhancing the professional development of English language teachers at four state universities in Sri Lanka. Since this area is not explored much in South Asia, it is of great importance. Identifying the role of educators as teachers and scholars, the research observes how institutional, personal, and systemic factors shape their engagement. The study employed a mixed-methods approach, combining semi-structured interviews with 10 teachers and structured surveys from 82 participants to examine motivations and difficulties. Hence, three themes were identified: Motivation for Professional Advancement, Institutional Support, and Personal Interest. Career advancement was a significant component, and educators believe that research is essential for credibility and promotions. Additionally, intrinsic motivators such as managing pedagogical concerns and intellectual curiosity were identified as important. However, participation was hindered by obstacles like a lack of resources, time limits, and severe workloads. Negative early research experiences and a lack of mentorship, particularly for early-career researchers, further affected confidence. Institutional assistance differed; while some reported having access to grants and workshops, others experienced confusing policies and minimal encouragement. The study emphasizes the necessity of quality research time, improvement of resources, and mentorship initiatives. A culture that is focused on research can be promoted by consistent institutional frameworks and encouraging national policies. These findings offer practical suggestions for enhancing research participation, which can help educators, institutional leaders, and officials who want to promote educational contributions in Sri Lanka and similar backgrounds.
Jayasinghe et al. (Tue,) studied this question.