Science Teachers’ Integrative practices in Teaching, Research, and Community Services: The Case of Three Universities in Ethiopia

Abstract

This study examined university science teachers’ integrative practices in teaching, research and community service at Bahir Dar, Dire-Dawa and Wolkitie universities. The data were obtained through questionnaires and interviews from randomly selected teachers. Interview data was also secured from purposively selected managers and teachers. The one sample t-test revealed that, except in their teaching practices, science teachers performed poorly in their research, community service and integrative practices among the missions (teaching, research and community service) of the university. The multiple regression analysis showed that the multiple contributions of teaching, research and community service practices towards these integrative practices was 44.12%, in which research took the major share (34.56%). The questionnaire data showed that institution-related factors (e.g., rigid financial rules) posed serious challenges in practicing research and community services. The interview data did not minimize the challenges related to personal factors (e.g., interest and motivation). This article shows that the university management are committed to providing practical encouragement to science teachers for research and community service. These are important for promoting better teaching delivery and integrative practices within the missions. Instead of attributing most of the challenges to institutional factors, science teachers should acknowledge their own personal problems and work to cope with the available external/institutional challenges. This will enhance the integrative practices among the missions which build the capacity for an effective science academic unit.