| The purpose of this quantitative study was to investigate which among the four individual characteristics (intrinsic motivation and research self-efficacy, socialization, work habits, and extrinsic motivation), four institutional characteristics (research goals and mentoring, research involvement and networking, resources, and teaching), and a leadership characteristic (leadership support) determined teacher education faculty research productivity in public sector universities of Pakistan. The exploration further included how the individual, institutional, and leadership characteristics varied among faculty across academic ranks, and the faculty last academic qualification. The relationships between demographic variables (gender, age, academic rank, academic qualification, work experience, and faculty size), and the individual, institutional, leadership characteristics, and research productivity were examined. The strongest predictors of teacher education faculty research productivity were also explored. A sample of 173 teacher education faculty from 25 public universities in four provinces, and three administrative units of Pakistan responded to a 78-item written questionnaire.;Results indicated intrinsic motivation and research self-efficacy from the individual characteristics, and research goals and mentoring, and research involvement and networking from the institutional characteristics were the first, second, and third highly rated key determinants of teacher education faculty research productivity in Pakistan. The highest research productivity was reported in articles in peer-reviewed journals; followed by research supervision of Ph.D. and or MPhil students. The least research productivity was mentioned in consultation at own organizations. Among academic ranks and academic qualifications, higher academic ranks, and higher last academic qualifications were found to be higher in research productivity as compared to lower academic ranks, and lower last academic qualifications. A positive strong correlation was found between research involvement and networking and research goals and mentoring, between socialization and intrinsic motivation and research self-efficacy, between work habits and intrinsic motivation and research self-efficacy, and between leadership support and research goals and mentoring. Positive weak correlations were found between research productivity and work habits, and between work experience and age respectively. A weak inverse correlation was found between research productivity and gender.;A regression analysis showed that work habits and age were the two strongest predictors of teacher education faculty research productivity in Pakistan. The teacher education faculty research literature benefited from the contribution of the findings of this research. Administrators who worked with faculty, and teacher education departments and programs, and future researchers who focused on those identified areas associated with teacher education faculty research productivity in Pakistan also benefited from the findings of this research. These findings are generalizable to faculty who taught at the 25-teacher education departments in public universities. Using this research as a base, the departments of education could have evaluated faculty research productivity and geared programs toward improving research productivity in specific university contexts in Pakistan. The research showed new avenues for teacher education departments to orient their programs toward enhancing effective work habits, intrinsic motivation and research self-efficacy, setting explicit research goals, developing a mechanism of mentoring in research, and developing systems in which faculty could collaborate in research, and foster research networking among colleagues in and out of their departments to enhance their research productivity. |
