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Motivating factors in a teacher’s research and developmental activities and their impact on effective quality teaching in higher education institutions

Debarun Chakraborty (Haldia Institute of Technology, Haldia, India)
Wendrila Biswas (Department of Management & Social Sciences, Haldia Institute of Technology, Haldia, India)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Article publication date: 26 July 2019

Issue publication date: 15 December 2020



Research and development pursuits have always been an integral part of a teacher’s professional development. Today, the higher educational institutes (HEIs) are chiefly prioritizing and providing a sustained support toward research-based and research-oriented learning. But as revealed by the broad outlines of the entire scenario, a fall in research productivity and developmental attempts is witnessed among the faculties of higher educational establishments. To put it succinctly, the motivating aspects that reinforce such activities are not adequately taken care of and have thwarted their progression. The purpose of this paper is to delve deep and explore the factors that inspire teachers toward an enriched research and learning, which equally gets reflected in their teaching practices.


This is a descriptive research with a cross-sectional survey on faculties from different HEIs of West Bengal. A questionnaire has been designed with a five-point Likert scale to draw the primary data. Convenience sampling technique has been utilized. Exploratory factor analysis and confirmatory factor analysis have been performed with structural equation modeling on the hypothesized research model through AMOS.


The major findings of the research have revealed that improved research and development activities of faculties had an immense impact on their teaching quality. The level and accessibility of infrastructure posits a strong influence in augmenting a teacher’s research and developmental endeavors. Working climate influences teachers’ research activities as well their teaching adroitness.

Research limitations/implications

Results may vary when an extensive study is conducted on teachers of HEIs of two or more states or of the country as a whole. Suppression of the real underlying facts by few respondents may affect the result to a small extent.

Practical implications

When faculties orient themselves toward research intensive learning and teaching, the students actively get involved in a platform of greater interaction. It elevates their persistence level, intellectual curiosity, critical thinking and cognitive skills. Research-based teaching is also instrumental in honing their analytical skills, promoting creativity.


The study identified a vital role of the higher education institutes in motivating the faculties toward research-based teaching. There is a dearth of empirical research in identifying the factors that enrich the learning patterns and research activities of the teachers. Thus, it can prove to be a constructive study if implemented.



Chakraborty, D. and Biswas, W. (2020), "Motivating factors in a teacher’s research and developmental activities and their impact on effective quality teaching in higher education institutions", Journal of Applied Research in Higher Education, Vol. 12 No. 4, pp. 609-632.



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