Academic research through the lens of school staff: Why they choose (not) to participate

Abstract

Despite the relevance of academic research conducted in schools for improving educational practice and policy, participation rates are often low. This study explores how school staff in Serbia perceive academic research and what factors contribute to their willingness to participate. Quantitative data from 557 respondents (M_age = 45.54, SD_age = 9.75, 84.3% female) and qualitative responses to an open-ended question were analyzed. Results show that school staff value research when it is clearly communicated, relevant to practice, and perceived as beneficial. Key reasons for participation include professional development, intrinsic motivation, and trust in the research process. Main barriers highlighted by participants are the following: time pressure, lack of feedback, and concerns about anonymity and researcher intentions. The findings suggest the need for stronger collaboration between researchers and practitioners, including better communication, mutual recognition, and institutional backing. The study concludes with suggestions for fostering collaboration and increasing research participation.