RESEARCH ENGAGEMENT OF SCIENCE TEACHERS IN FEDERAL AND STATE COLLEGES OF EDUCATION IN ENUGU STATE: A COMPARATIVE SURVEY ON DUAL MANDATE IMPLEMENTATION

Abstract

Teaching and research is central to colleges of education, yet research engagement among science teachers in advent of Dual-Mandate remains uneven due to institutional and professional constraints. This study examined research engagement of science teachers in federal and state colleges of education in Enugu State, Nigeria, and its implications for Dual-Mandate implementation. A comparative survey design was adopted. A sample of 103 science lecturers from federal and state colleges of education was selected via stratified sampling in Enugu State. Data were collected using REDMIQ four-point Likert scale. Mean, standard deviation, and t-test analyses were conducted using SPSS at 0.05 significance level. Findings showed generally high level of research engagement (cluster mean = 3.18), especially in supervision, collaboration, and publication. Research engagement significantly enhanced teaching effectiveness and Dual-Mandate implementation (cluster mean = 3.51). Institutional factors moderately constrained engagement (cluster mean = 2.76), while professional factors strongly influenced engagement (cluster mean = 3.25). t-test results indicated significant differences between federal and state colleges in research engagement and institutional conditions, with no difference in professional factors; state colleges reported higher Dual-Mandate contribution perceptions. The study concludes that research engagement is structurally driven, requiring stronger institutional support.