Comparing school leaders' experiences of research use in England, Scotland and Germany

Abstract In some countries it is common for policy makers to advocate research use by practitioners as a means to bring about school development. Yet, despite their increasing sophistication, the enactment of protocols for using research is problematic and, even in optimal environments, practitioners have difficulty mobilising research findings to improve student attainment. In this study, we consider school leaders' engagement with research, brokered by various intermediaries, in three countries where policy and practice differ. We explore research engagement through documentary analyses and in‐depth interviews with school leaders from equivalent phase schools. Results suggest school leaders' experiences of research use are shaped by political contexts and strongly framed by education governance processes. These conclusions are, however, tentative and invite further investigation. Context and implications Rationale for this study: This study seeks to understand the contextual factors that make research use difficult for school leaders by comparing documentation and school leader experiences in three countries. Why the new findings matter: We identify how the contexts in which school leaders work affect their capacity to use research in school improvement. Implications for policy makers, practitioners and researchers: This account is important for policy makers seeking to understand how policy interactions can affect research use. It will be of interest to school leaders and practitioners whose frustrations were evident in interviews, and to educational administrators, advisors and inspectors. All would benefit from understanding how professional circumstances can enhance or constrain research use in schools. Finally, an agenda for future research is provided.