The mediating role of research self-efficacy between research knowledge and productivity of teacher educators

This study examined the mediating role of Research Self-Efficacy (RSE) in the relationship between Research Knowledge (RK) and Research Productivity (RP) among teacher educators. Utilizing a descriptive-correlational research design with mediation analysis, data were collected from 100 faculty members of the College of Teacher Education across eight campuses of a state university in Northern Philippines. RK was measured using the Research Capability Test (RCT), RP was assessed through the Research Capability Rubric (RCR), and RSE was evaluated using the Research Self-Efficacy Scale (RSES), all of which demonstrated strong validity and reliability. Pearson correlation analysis revealed significant and positive relationships among RK, RSE, and RP. Regression analysis confirmed that both RK and RSE significantly predict RP, with RSE demonstrating a stronger influence on RP than RK, highlighting the crucial role of self-efficacy in driving research engagement. Mediation analysis confirmed that RSE accounted for 32.3% of the total effect of RK on RP, indicating partial mediation. This finding suggests that while RK directly influences RP, its impact is significantly enhanced through RSE. The bootstrapped results (5,000 resamples) further validated the statistical robustness of the mediation effect, emphasizing the crucial role of self-efficacy in bridging the gap between research knowledge and productivity. The significant mediation effect means that improving faculty members’ confidence in doing research can help make their research knowledge more useful, which may lead to higher research output. This shows that believing in one’s ability to do research plays an important role in turning knowledge into actual research work. These findings highlight the need for faculty development programs that integrate both research training and self-efficacy-building initiatives to improve research engagement.