Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs

Abstract

This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data for the study were collected with self-report measures on teacher characteristics (knowledge and years of teaching), and EBPs. The data were analysed descriptively and inferentially. The study revealed that, on average, teachers possess higher knowledge of EBPs than their actual use of these practices. The study further identifies a moderately strong positive relationship between teachers’ knowledge and their use of EBPs. However, the study revealed no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices. Therefore, the study asserts that Ghanaian teachers exhibit a strong awareness of EBPs and actively integrate them into instructional methods, especially when working with learners with diverse needs. In this regard, the study recommends ongoing professional development initiatives to reinforce and sustain the integration of evidence-based strategies into everyday teaching practices.