Academic Primary School Teachers’ Research Competencies and Attitudes Towards Evidence-Based Teaching

Abstract

Improving teaching and learning calls for implementing evidence-based teaching (EBT) practices in Dutch primary education. To translate research evidence into teaching practices, academic primary school (APS) teachers are expected to play a crucial role as brokers between these subcultures. Following the paradigm from the medical field, we recognized the importance of cognitive and affective characteristics to EBT implementation and explored the extent to which APS teachers’ research competencies (cognitive) and attitudes (affective) influence their intention to use EBT. Additionally, we aimed to explain the underlying dynamics between the variables under investigation. This study employed a quantitative design and collected data from N = 43 APS teachers. A regression analysis revealed no significant predictive associations between APS teachers’ research competencies, attitudes, and intention to use EBT. Also, no significant interaction effect was found between APS teachers’ research competencies and attitudes on their intention to use EBT. The results reveal a holistic approach, addressing not only APS teachers’ cognitive and affective characteristics but also organizational factors, is required to implement EBT in primary education. This study highlights the need for future research on the factors necessary to support APS teachers’ adoption of EBT. Keywords: research competencies, attitudes towards research, evidence-based practice