Research productivity as a predictor of professional performance in higher education teachers: A scoping review

Abstract

Valuing the importance of research production in achieving effective teaching performance represents a significant challenge for higher education. Both activities enable us to delve into the core of teaching and understand its role in the university education system. This article aimed to map scientific evidence on the relationship between research productivity and teaching performance in higher education. A scoping review was conducted according to the principles of the Joanna Briggs Institute and the PRISMA methodology. For this purpose, the Scopus, WoS, and EBSCO databases were used. The eligibility criteria were determined to include studies focused on higher education teachers, studies published in English or Spanish, which are open access, and whose publication period is between 2015 and 2025. The final sample was composed of 16 articles. Likewise, Scopus was the most used database for the publication of studies, and the most frequent language for publishing such research was English. Additionally, 14 studies with a quantitative approach were identified, one was qualitative, and one consisted of a systematic review of the literature. It is concluded that, although there are few studies that relate research productivity to effective teaching performance, the information obtained shows a contrast between the two positions. One position asserts that research productivity influences effective teaching performance, while the other shows that this relationship does not exist.