View in EDS

Teachers' Perceptions of Evidence-Informed Practice: An Analysis According to School Complexity Level in Catalonia

Saved in:
Bibliographic Details
Title: Teachers' Perceptions of Evidence-Informed Practice: An Analysis According to School Complexity Level in Catalonia
Language: English
Authors: Cecilia-Inés Suárez-Rivarola, Saida López-Crespo, Anna Díaz-Vicario
Source: Center for Educational Policy Studies Journal. 2026 16(1):81-102.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Attitudes, Evidence Based Practice, Foreign Countries, Equal Education, Inclusion, Institutional Characteristics, Educational Indicators, Educational Research, Educational Environment, Educational Practices, Research Utilization
Geographic Terms: Spain
ISSN: 1855-9719
2232-2647
Abstract: The research-informed approach is attracting increasing interest in European and national education policy, as well as in local education policy in Catalonia (Spain). Previous studies have revealed that it is associated with multiple benefits for improving equity and inclusion. This is particularly relevant in the case of vulnerable children: teachers' use of research can facilitate more inclusive practices, benefiting the learning outcomes of such children. In the present paper, we analyse teachers' perceptions of the importance of evidence-informed practices according to the level of complexity of the schools where they work. In doing so, we applied an ad-hoc survey to 314 early childhood, primary and secondary teachers working in high-, medium- and low-complexity schools in Catalonia. The measure of school complexity, as defined by the Catalan administration, classifies schools and distributes resources according to socioeconomic and administrative complexity indicators. Descriptive and comparative analyses were conducted. The findings revealed that although teachers acknowledge the value of educational research, its use is shaped by organisational conditions and the broader school context. Low-complexity schools provide more favourable environments for the systematic use of evidence, highlighting both an opportunity and a challenge to enhance these conditions in more complex settings. Nevertheless, differences across schools by complexity level are generally subtle, with only a few statistically significant variations. Time for training and regular practice evaluation emerge as key factors for implementing teachers' evidence-informed practice across all school types.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504159
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1504159
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1504159
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Perceptions of Evidence-Informed Practice: An Analysis According to School Complexity Level in Catalonia
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cecilia-Inés+Suárez-Rivarola%22">Cecilia-Inés Suárez-Rivarola</searchLink><br /><searchLink fieldCode="AR" term="%22Saida+López-Crespo%22">Saida López-Crespo</searchLink><br /><searchLink fieldCode="AR" term="%22Anna+Díaz-Vicario%22">Anna Díaz-Vicario</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2026 16(1):81-102.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Indicators%22">Educational Indicators</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1855-9719<br />2232-2647
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The research-informed approach is attracting increasing interest in European and national education policy, as well as in local education policy in Catalonia (Spain). Previous studies have revealed that it is associated with multiple benefits for improving equity and inclusion. This is particularly relevant in the case of vulnerable children: teachers' use of research can facilitate more inclusive practices, benefiting the learning outcomes of such children. In the present paper, we analyse teachers' perceptions of the importance of evidence-informed practices according to the level of complexity of the schools where they work. In doing so, we applied an ad-hoc survey to 314 early childhood, primary and secondary teachers working in high-, medium- and low-complexity schools in Catalonia. The measure of school complexity, as defined by the Catalan administration, classifies schools and distributes resources according to socioeconomic and administrative complexity indicators. Descriptive and comparative analyses were conducted. The findings revealed that although teachers acknowledge the value of educational research, its use is shaped by organisational conditions and the broader school context. Low-complexity schools provide more favourable environments for the systematic use of evidence, highlighting both an opportunity and a challenge to enhance these conditions in more complex settings. Nevertheless, differences across schools by complexity level are generally subtle, with only a few statistically significant variations. Time for training and regular practice evaluation emerge as key factors for implementing teachers' evidence-informed practice across all school types.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504159
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504159
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 81
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Educational Indicators
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Research Utilization
        Type: general
      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Teachers' Perceptions of Evidence-Informed Practice: An Analysis According to School Complexity Level in Catalonia
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cecilia-Inés Suárez-Rivarola
      – PersonEntity:
          Name:
            NameFull: Saida López-Crespo
      – PersonEntity:
          Name:
            NameFull: Anna Díaz-Vicario
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1855-9719
            – Type: issn-electronic
              Value: 2232-2647
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Center for Educational Policy Studies Journal
              Type: main
ResultId 1