Exploring Teachers’ Philosophical Views, Epistemological Beliefs, and Research Productivity as Influencing Factors on Research Productivity and Engagements

This explanatory sequential mixed methods study aimed to explore the philosophical views, epistemological beliefs, and frequency of utilization of research designs as influencing factors on the research engagements and productivity of teachers in a locally funded higher education institutions (HEIs) in Cavite, Philippines. Quantitative surveys were conducted on 102 teachers, followed by semi-structured interviews with 16 purposefully selected participants to gather follow-up qualitative data that provide further explanations to findings. Quantitative results revealed that the majority of higher education teachers were dominantly influenced by pragmatist orientation as they gave importance to the practical value of knowledge derived from research work rather than defining knowledge as reality. They strongly agreed that knowledge is constructed through experience, evidence, and actions. In terms of utilizing research designs, descriptive research was considered as the commonly used design in the academe due to convenience. Ethnography, documentary, and mixed methods designs were seldom used by higher education teachers as these were perceived as complex and time-consuming. Explaining the results further, qualitative results indicated that the teachers’ research engagements and productivity were influenced by exposure to research designs, convenience, personal and institutional merits, identity as a researcher, and fragile personality. The study recommends that HEIs align teachers’ philosophical and epistemological orientations with their research engagements.