Theory-practice gap in a resource-dependent field: Physical education teachers' attitudes towards educational research

Physical education is a resource-dependent field, and the gap between educational research and classroom practice can be evident here. This study examines the attitudes of physical education teachers working in a rural/resource-constrained context towards educational research, using a convergent parallel mixed-methods design. Quantitative data were collected from 166 physical education teachers using the Teacher Attitude Scale Towards Educational Research; qualitative data were supported by four open-ended questions. The findings reveal that while teachers acknowledge theoretical value of research, they are skeptical about its applicability. Qualitative analyses indicate that this dilemma stems from structural barriers such as lack of facilities/equipment, time constraints, and a perceived lack of practical utility in research outputs. While no significant differences were observed in demographic variables (age, seniority, school level, school type), a marginally significant trend favoring female teachers was detected. This study makes an original contribution to literature by demonstrating that in a resource-dependent field like physical education, the theory-practice gap originates not from individual attitudes but from structural and contextual barriers (infrastructure, time, access). In this context, policy and practice recommendations are offered, such as adapting Physical education research to local needs, developing short online modules for teachers, and initiating infrastructure improvement projects supported by the Ministry of National Education.