This Sfll{Z ' was aillled at assessing factors ajJectillg teachers' clwagelllcllt in cOllductillgrneducational research. III order to lIIeet this plflpose, sOllie hasic questioll ' were raised regardlllgrnlIl1ell/pts lIIade hy the teachers to ulldertake research alld factors that halllper research acti'itiesrnill eTE of Orollliya, Basic questiolls related to basic research kno II 'ledge. research Vork plan.rnopportullity to get research copies, alld research l'Ork disselllillatioll lI 'ere also raised. The studyrnell/ployed slflTey as mC!thod of illvestigatioll alld simple ralldom sall/plillg technique for selectillgrnthose who took part ill the stuc(r, Questiollnaire . illterviell' and focll oroup discussion lI'ere IIsedrnas tools of data gatherillg.rnAccording(}', the overall sun'e." revealed that lack of [til all cia I, material ((lid hUll/an illputs alldrnshortage of sOll/e services alld lack offacilitatillg cOllditiolls made difficllll teachers' engagelllelltrnill educatiollal research ({Clivities, Thus it I'as concluded that the abo'e factors are impedimelltsrnthat made research activities difficult ill colleges of Teacher Educatioll concemed. Thlls, thernrecommendatioll for addressing these issues illclude creatillg fen 'orable cOllditiolls by alloc((tillgrnsuffiCient [tnancial resource, hiring additional teachillg stajJ alld part till/er. strengthellillg thernlink betweell RPO at erE alld Office of Research Team at ORE, ratifyillo a charier at regiollalrnlevel, which gives value to research ill teachers' professional proll/otioll, C/:;atillg close cOlllactsrnbetween different eTE and Universities for experiential exchange, organi:illg research groups ofrnteachers, and formulating guideline to intensively folloll' up teachers' ellgagement in researchrnVork.