Competencia investigativa docente y uso de evidencias en la práctica educativa

The study analyzes the relationship between teachers’ research competence and the use of evidence in educational practice, considering their relevance for improving teaching quality. Research competence involves skills to search, analyze, and organize information, formulate problems, and generate knowledge, while evidence use refers to the integration of verifiable data to support pedagogical decisions. Although both dimensions are essential, teachers often face difficulties applying them systematically due to methodological limitations, lack of time, and the absence of an institutional culture oriented toward research. This quantitative, non-experimental, correlational study was conducted with 116 teachers using two validated instruments: the Teacher Research Competence Scale and the school-adapted version of the S-EBPAS. The results show predominantly moderate levels in both variables, with strengths in information identification but weaknesses in scientific dissemination and data analysis. A strong and significant correlation was also found between the variables (r = .802; p < .01), indicating that teachers with higher research competence are more likely to integrate evidence systematically into their teaching practice. These findings highlight the need to strengthen methodological training, improve institutional support, and create research spaces that promote a more reflective and innovative educational practice.