In recent decades, national and international initiatives have encouraged teachers to integrate research evidence into their teaching practice. In order for teachers to implement evidence-informed practices, they must hold positive attitudes towards research. While much of the existing research focuses on higher education and teacher training, relatively little is known about the factors shaping primary school teachers' engagement with research. The present study addresses this gap by examining associations between primary school teachers' attitudes towards research and their individual characteristics and competencies, specifically their age, years of teaching experience, prior education and information literacy skills. Survey data were collected from 120 primary school teachers. Analyses progressed from bivariate correlations and group comparisons to multiple regression modelling. Although bivariate analyses suggested that older and more experienced teachers reported more negative attitudes towards research, these demographic associations were no longer significant once information literacy skills were included in the regression model. Instead, information literacy skills emerged as the only significant predictor of teachers' attitudes towards research, while prior education showed no effect. By identifying information literacy skills as a malleable competency, the study highlights the opportunity for targeted professional development to facilitate the sustainable integration of research evidence into primary education. (DIPF/Orig.)
Alcolea et al. (Thu,) studied this question.