Teachers' Perception of the Characteristics of an Evidence-Informed School: Initiative, Supportive Culture, and Shared Reflection

Autor/inn/en	Ion, Georgeta; Sirvent, Ernest López
Titel	Teachers' Perception of the Characteristics of an Evidence-Informed School: Initiative, Supportive Culture, and Shared Reflection
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 4, S.610-628 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ion, Georgeta) ORCID (Sirvent, Ernest López)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2093921
Schlagwörter	Institutional Characteristics; Teacher Attitudes; Evidence Based Practice; Educational Improvement; Leadership Styles; Interpersonal Relationship; Decision Making; Elementary School Teachers; Foreign Countries; School Culture; Trust (Psychology); Spain; Spain (Madrid) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Führungsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Decision-making; Entscheidungsfindung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Schulkultur; Schulleben; Spanien
Abstract	The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. The questionnaire responses were analysed using a two-stage factor analysis. Three clusters of schools were identified. Although teachers from a large number of schools were enthusiastic regarding the use of research evidence, others were sceptical, and most declared themselves undecided. In all cases, we observed that organizational commitment to the use of research evidence, leadership support, and debate regarding decisions were significant characteristics of those schools oriented towards the use of research evidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01