The Shocking Truth About Why Professors Resist Better Teaching Methods

Understanding what motivates faculty to use new teaching methods is crucial for improving education quality in universities. Many institutions introduce programs to improve teaching, yet their success varies. Research by Dr. Juan Cruz from Rowan University, Dr. Stephanie Adams from the University of Texas at Dallas, and Dr. Flor Bravo from Universidad Nacional de Colombia examines how different factors influence faculty motivation to adopt research-supported teaching methods. Their findings are published in the journal Education Sciences.

Unlike traditional views that see instructional change as a simple process, this study uses a Conceptual Systems Dynamics Model, a method that examines how different elements in a system influence each other over time, to analyze how various factors interact to influence faculty motivation. “By understanding faculty motivation as part of a system, we can see the patterns that either support or block change,” explained Dr. Cruz. The research identifies thirteen cause-and-effect cycles, which are patterns where one action leads to another, often creating either a reinforcing or opposing effect, including seven that encourage faculty to adopt research-supported teaching methods and six that create obstacles.

One major finding is the effect of workload. Professors often struggle to balance research, teaching, and administrative duties, leading to time constraints. Dr. Cruz and his colleagues’ study shows that when universities focus on research output, meaning the number and quality of research publications produced by faculty, for promotions, they unintentionally discourage faculty from improving their teaching. As one professor explained, “There is a clear career path: publishing is the priority. Even if you enhance your teaching, it does not count as much as publishing a research article.” This situation leads faculty to focus more on research than on adopting new teaching methods.

Another key factor is whether faculty feel that research-supported teaching methods are practical. Professors are more likely to use these strategies when they receive training and institutional support. The study found that faculty who took part in professional development programs, training sessions designed to help faculty improve their teaching and stay updated on new educational methods, and discussed teaching approaches with colleagues felt more confident in using research-supported teaching methods. Additionally, smaller class sizes and assistance, such as teaching aides, help make these methods easier to implement.

Student engagement, which refers to how actively students participate in their learning and classroom activities, and learning outcomes also influence faculty motivation. Professors who see students responding positively to research-supported teaching methods are more likely to continue using them. The study emphasizes that when students participate actively and show better understanding, faculty feel more encouraged. “Seeing students excited about learning through interactive methods strengthens my commitment to these strategies,” said one participant.

Dr. Cruz and his team’s study highlights the challenges of improving teaching in universities. By addressing key barriers—such as outdated promotion policies, heavy workloads, and limited training—universities can create an environment that supports lasting improvements. The research provides useful insights for university leaders and policymakers who want to enhance teaching quality through faculty-driven initiatives.