This paper examined the factors affecting the success of instructors at low-prestige universities in balancing their teaching and research responsibilities, and found the following.
First, almost half of the instructors reported experiencing difficulty in striking a balance between teaching and research, with over twenty percent of them reporting considerable difficulty. However, it was not only the teachers at the low-prestige universities who reported such difficulties.
Second, instructors reporting those difficulties tended to be younger, have less time for research, identify a substantive gap between their educational activities and research topics, and teach a greater percentage of classes at the bachelor level.
Third, the multiple linear regression analysis found that the situation was affected by whether the teachers were oriented more to teaching or to research. For the research-oriented teachers, the opportunity to secure time for research during the semester is absolutely critical to whether they feel that they can balance teaching and research.
The findings of this paper suggest that for research-oriented teachers at low-prestige universities, the inability to secure time for research is a key obstacle to balancing teaching and research.