Effective deterrent factors affecting educators' research; priorities and solutions for overcoming them from the perspective of secondary school teachers in Lahijan Journal Article

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Fazlollahi (1388), in "Identifying and Prioritizing Obstacles to Science Production from the Perspective of Faculty Members of Universities in Qom Province," showed that the most important deterrent obstacles to science production include, respectively: motivational obstacles, economic obstacles, administrative and bureaucratic obstacles, obstacles related to the method of providing scientific-research services, and individual obstacles related to their technical and specialized abilities. Fazlollahi (1390), in analyzing the deterrent factors affecting the research of seminary students, showed: the difficulty of accessing experienced and specialized professors for guidance and consultation on research projects, the existence of various intellectual preoccupations for livelihood, the low familiarity of students with research methodology, and the lack of encouragement and motivation for seminary students to study and conduct research within the educational system of educators, are considered respectively among the most important research deterrents. The results obtained from this study showed that: cultural, individual, the method of providing research services, administrative-structural, and motivational factors, respectively, play a deterrent role in the research of educators. Fazlollahi (1391), in examining the deterrent factors affecting student research, showed that individual, motivational, the method of providing research services, administrative-structural, and cultural factors, respectively, play a deterrent role in student research, and low interest in research, the failure to hold research methodology workshops, emphasis on teaching-orientedness instead of research-orientedness, the shortage of journals and specialized reference resources for disciplines, the lack of specific laws for evaluating students' research activities, and lack of access to experienced professors for guiding student research are among the highest priority obstacles.