Exploring the role of research culture on primary teachers’ involvement in inquiry-based working: a mixed-methods study

Purpose A supportive research culture in primary schools is crucial for motivating teachers to reflect and improve their practice based on research. Therefore, this study aims to explore the role of research culture on primary teachers’ involvement in inquiry-based working. Design/methodology/approach The explanatory sequential mixed-methods approach was used for the research purpose. First, a latent profile analysis was carried out building on data from 5,566 Chinese primary teachers to identify subgroups reflecting their involvement in inquiry-based working. Next, interviews were conducted with 24 teachers representing each profile. Responses across different profiles regarding school research culture and its role were analysed. Findings In the first quantitative phase. Three distinct profiles emerged: Profile 1, the “classroom reflector”; Profile 2, the “inquiring teacher” and Profile 3, the “active inquirer and school transformer”. In the second qualitative phase, the results underscore the pivotal role of research culture in fostering teachers’ involvement in inquiry-based working, emphasising aspects of vision, leadership and networks. Research limitations/implications The cross-sectional design of this research may not fully capture the dynamic and enduring nature of the research culture and its impact on teachers’ practices. Originality/value Theoretically, this study contributes to the international discussion on understanding research culture and its role. Practically, this study provides some implications that centre on the three different aspects of research culture (vision, leadership and network) and their interconnections to promote the school to become an inquiry-oriented community. Methodologically, this study demonstrates the potential of combining a person-centred quantitative approach and a qualitative approach.