Early childhood teachers' perspectives about evidence-based practices

ABSTRACT

Evidence-based practice (EBP) refers to actions or behaviors supported by empirical evidence when used as a noun, or a process that integrates the best-available research evidence with professional and family wisdom and values when used as a verb. Despite attention and efforts from policymakers, scholars, and advocates, research-to-practice gaps remain in early childhood, which has hindered the implementation of EBP for improved child outcomes. Implementation science scholars have identified practitioners' perspectives as an important factor that affects the implementation of EBP. Researchers in other fields have examined practitioners' perspectives about EBP since the early 2000s. Nevertheless, few empirical studies have been conducted in early childhood to investigate teachers' perspectives about EBP and factors associated with these perspectives. The primary purpose of the present study was to examine descriptively early childhood teachers' perspectives about EBP using the Early Childhood Teachers' Perspectives about Evidence-Based Practices (ECTP-EBP) questionnaire. This self-report questionnaire was developed by the student investigator for use with teachers working with infants, toddlers, and preschoolers in early childhood (EC) classrooms. Following Institutional Review Board approval and using a non-experimental survey design, ECTP-EBP was distributed using QualtricsXM to 75 EC programs in North Central Florida. The study was conducted during the SARS-CoV-2 pandemic. Questionnaire responses were received from 88 participants. Three research questions guided the present study to address teachers' perspectives about EBP and factors associated with their perspectives. Findings showed teachers demonstrated generally positive perspectives towards EBP, although their perspectives across eight dimensions of the questionnaire were somewhat varied. Results showed that teachers' perspectives about the social validity of EBP differed from their perspectives about professional development, organizational support, and time conflict. Program funding, teachers' role in the classroom, educational degree, discipline, experience, professional development, and obtained certifications explained 11.5% and 1.8% of ECTP-EBP and the Acquisition of Practices dimension variance, respectively. There was a statistically significant association between teachers' who received coaching professional development and their perspectives about EBP. Associations for the remaining characteristics and teachers' EBP perspectives were not statistically significant. Limitations of the present study are described. Implications for future research, practice, and policy are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)