Is there a skills gap? Information literacy and primary school teachers' attitudes towards research.

Autor/inn/en	Rodríguez Alcolea, María; Georgiou, Despoina
Titel	Is there a skills gap? Information literacy and primary school teachers' attitudes towards research. Paralleltitel: Ali obstaja vrzel v spretnostih? Informacijska pismenost in stalisca osnovnosolskih uciteljev do raziskav.
Quelle	In: CEPS journal, 16 (2026) 1, S. 13-35Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35143 10.26529/cepsj.2191
URN	urn:nbn:de:0111-pedocs-351433
Schlagwörter	Einstellung (Psychologie); Schule; Lehrer; Empirische Untersuchung; Forschung; Informationskompetenz; Professionalisierung; Einflussfaktor; Evidenz
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3