Exploring Specialist Resource Teachers’ Intentions to Implement Evidence-Based Practice: Indications Based on the Theory of Planned Behaviour

Abstract Sustainable Development Goal 4 (SDG 4)—one of the 17 Sustainable Development Goals adopted by the United Nations to address major global challenges by 2030—aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Evidence‑based practice (EBP) is closely aligned with this goal because it enhances the capacity of education systems to provide inclusive, equitable, and effective learning for all children and young people. Given this connection, there is a global focus on promoting EBP as countries work towards achieving SDG 4. Despite the emphasis on the importance of EBP in education, there is limited research examining educators’ implementation of EBP in their daily practice. Responding to this gap in the research, the present study applies the Theory of Planned Behaviour (TPB) to explore Specialist Resource Teachers’ (SRTs) intentions to implement EBP and the factors that influence their implementation of EBP. Quantitative and qualitative data were gathered from 84 SRTs in Aotearoa New Zealand via an online questionnaire. SRTs held strong intentions to implement EBP, with their attitudes and perceived behavioural control emerging as significant predictors of intentions. Findings highlight the importance of collaborative relationships, professional knowledge, skills, and values in enhancing SRTs’ ability to implement EBP. Opportunities to strengthen these enablers through an online community of practice are identified.