Secondary School Teachers’ Research Competencies and Evaluation Skills Toward Evidence-Based Practice

Abstract

Based on the new regulations imposed by the Dutch government secondary school teachers are expected to understand, evaluate, and implement research evidence for the benefits of their practice and students’ performance. However, secondary school teachers are neither trained nor familiar with the incorporation of research evidence into teaching practice. This study provides first insights into the relationships between secondary school teachers’ research competencies, evaluation skills, and their intention to use research evidence in their teaching practice. Furthermore, the relation between secondary school teachers’ professional identity and their research competencies, evaluation skills, and intention to use evidence-based practice are explored. We report on survey data from N= 33 Dutch secondary school teachers. Findings from regression analysis revealed no significant effect of neither research competencies nor evaluation skills on teachers’ intention to use evidence in their teaching practice. Years of experience seem to be a significant predictor of secondary school teachers’ evaluation skills. Implications and future directions to increase the implementation of research evidence in secondary schools are discussed. Among other things, increasing the sample size and the reliability and validity of the test.