Research publication is an expectation from, and academic responsibility of nursing faculty; yet many encounter barriers that hinder scholarly output. This study aimed to assess the knowledge and perceived barriers related to research publication and publication ethics among nursing teachers in India. The objectives were: to evaluate the level of expertise on research publication and ethics, to identify perceived barriers faced by nursing teachers and to analyse association between demographic variables and knowledge/barriers. It was a cross-sectional survey conducted among 76 nursing teachers from 23 teaching institutions across four regions of India. Participants were selected through convenience sampling. Data were collected via a structured online questionnaire comprising three sections. Reliability (Cronbach’s α = 0.82) and expert validation ensured tool accuracy; 43.4 percent of teachers demonstrated a moderate level of knowledge; 55.2 percent reported strong perceived barriers, with lack of time, insufficient institutional support, and inadequate research skills most frequently cited. The number of publications was significantly associated with perceived barriers (p = 0.021). Knowledge of research publication and ethics among nursing teachers is suboptimal, while barriers remain strongly perceived.