Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs

Rabbi Abu-Sadat; Veronica Esinam Eggley; Regine Kwaw; Inuusah Mahama

doi:doi:10.11648/j.edu.20261502.13

Research Article |

| Peer-Reviewed

Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs

Rabbi Abu-Sadat

, Veronica Esinam Eggley

, Regine Kwaw

, Inuusah Mahama^*

Published in Education Journal (Volume 15, Issue 2)

Received: 27 February 2026 Accepted: 13 March 2026 Published: 15 April 2026

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Abstract

This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data for the study were collected with self-report measures on teacher characteristics (knowledge and years of teaching), and EBPs. The data were analysed descriptively and inferentially. The study revealed that, on average, teachers possess higher knowledge of EBPs than their actual use of these practices. The study further identifies a moderately strong positive relationship between teachers’ knowledge and their use of EBPs. However, the study revealed no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices. Therefore, the study asserts that Ghanaian teachers exhibit a strong awareness of EBPs and actively integrate them into instructional methods, especially when working with learners with diverse needs. In this regard, the study recommends ongoing professional development initiatives to reinforce and sustain the integration of evidence-based strategies into everyday teaching practices.

Published in	Education Journal (Volume 15, Issue 2)
DOI	10.11648/j.edu.20261502.13
Page(s)	69-78
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

Evidence-based Practices (EBPs), Inclusive Classrooms, Diversified Education, Teacher Characteristics, Self-efficacy, Teacher Knowledge, Teacher Experience

1. Introduction

With the increasing diversity observed in classrooms, teachers are engaged in ongoing discussions over strategies to effectively support learners with diverse needs in their access to curriculum and instruction. In conjunction with the worldwide effort to promote inclusive practices, numerous professional associations have assumed a leading role in formulating criteria to ascertain and delineate practices that facilitate the education of individuals with learning diversities

[11, 20]

. Diversity in the classroom, which emphasizes the integration of students with diverse abilities and needs into regular classrooms, has emerged as a fundamental approach to promote equity and access in contemporary educational systems

[14]

. Diversity practices implemented within the learning environment enable teachers to effectively modify schools and other educational institutions to accommodate the needs of all students, including but not limited to boys and girls, individuals from diverse ethnic backgrounds and linguistic minorities, rural populations, those impacted by HIV and AIDS, and those with exceptional learning requirement

[30]

. Statistically, in the United States, the proportion of students classified as learners with diverse needs (ages 3–21) during the 2021–2022 academic year was 14.7 percent. Moreover, there has been a notable increase in the population of students with varying requirements, rising from 6.4 million individuals, constituting 12.9 percent of the total student body in the academic year 2011–2012, to nearly 7.3 million students, accounting for 14.7 percent of the overall student population in the academic year 2021–2022. In the 2020–21 academic year, the Individuals with Disabilities Education Act (IDEA) served a total of 14.7 percent of public-school students. However, the proportion of students served under IDEA varied across different racial and ethnic groups. Specifically, the percentages of students served under IDEA were as follows: 15.1 percent for white students, 16.78 percent for black students, 14.2 percent for Hispanic students, 7.6 percent for Asian students, 11.65 percent for Pacific Islander students, 18.6 percent for American Indian/Alaska Native students, and 15.1 percent for students of two or more races

[31]

According to a 2011 survey by the World Health Organization, individuals with educational requirements accounted for around 15% of the global population. Furthermore, it was observed that approximately 80% of these individuals resided in nations located in the southern regions of the world, including Ghana

[42]

. In the African context, it is observed that students with varying educational requirements have consistent enrollment rates for elementary and secondary school. Specifically, South Africa recorded enrollment rates of 9% and 12% for primary and secondary education, respectively, while Rwanda reported rates of 13% and 5% for the same educational levels

[31]

Different sources say different things about the people with disabilities in Ghana than what the 2021 Ghana Population and Housing Census says. The census found that they made up about 8% (2,098,138) of the total population of 30,832,019

[15]

. According to a 2012 study by Human Rights Watch, the estimated number of individuals with disabilities residing in Ghana exceeds 5 million

[41]

. The figure of 5 million aligns with the estimates provided by the World Health Organisation, which states that disability impacts approximately 15-20% of the population in each country

[43]

. The potential underestimation of the population of learners with diverse needs may arise from various complexities associated with the collection of disability data. These complexities encompass attitudinal factors, the definition of disability, the accessibility of individuals with disabilities, and the manner in which disability is reported, particularly through self-reporting. It is worth noting that some disabilities may not be readily apparent, leading individuals to refrain from disclosing their disability due to societal stigmatisation. The prevalence of learners with heterogeneous requirements is anticipated to increase due to various factors, including chronic illnesses, falls, injuries, conflicts, accidents, and the ageing population

[18]

. This development has warranted the attention of educational practices to espouse learner diversity. The consideration of learner diversity is about fostering, advocating for, and maintaining inclusive societies. In order to achieve the goal of creating inclusive societies, it is crucial to prioritise the implementation of inclusive best practices, such as evidence-based practices within education systems

[23, 24, 30]

. According to Possi and Milinga

[30]

, the successful recognition for diversity in the classroom hinges upon the utilization of Evidence-Based Practices (EBPs) by educators to cater to the unique requirements of all students. Evidence-Based Practices encompass a range of strategies and interventions that have been rigorously evaluated and have demonstrated effectiveness in enhancing student learning outcomes and fostering inclusive environments. The utilization of EBPs is essential for addressing the diverse and complex needs of students with diverse needs in inclusive classrooms

[4]

. In this evolving landscape of diversity in the classroom, the role of teachers’ knowledge and years of teaching in shaping the use of EBPs takes center stage

[17]

. A comprehensive understanding of EBPs, as well as the skills to effectively implement them, is vital for ensuring that students with diverse learning profiles receive the appropriate support they need. According to Jez

[20]

, when teachers prioritise EBPs, they can increase the positive educational outcomes of their learners with diverse needs using strategies that have been proven worthy by literature and practice.

Several studies have delved into the importance of teachers’ knowledge in EBPs and how it influences their application. In a study conducted by Alhossein

[3]

, it was found that teachers with a strong foundation in EBPs are better equipped to select and implement evidence-based interventions effectively. The research emphasized the significance of targeted training programmes and ongoing professional development to enhance teachers’ EBP knowledge. Contrarily, the study conducted by Barry et al.

[5]

examined teachers’ understanding and utilisation of evidence-based practices (EBPs). The research revealed that educators exhibited the highest level of expertise in conventional instructional approaches, with this being the sole area in which teachers demonstrated a substantial extent of knowledge while their level of understanding among teachers about learners with diverse needs, both evidence-based practices (EBPs) and unsupported practices was found to be relatively low. Using previous literature as guide, the following question was formulated and answered:

1.1. What Are Teachers’ Knowledge Levels and Use of EBPS

Research conducted consistently underscores the critical connection between teachers' knowledge of Evidence-Based Practices (EBPs) and their effective implementation in educational settings. One significant finding across multiple studies is the positive correlation between teachers' knowledge levels of EBPs and their successful utilisation in the classroom

[22, 32]

. Teachers who possess a solid understanding of evidence-based interventions are more likely to incorporate these practices into their teaching methodologies. This correlation is particularly crucial in the context of diverse learner needs, where tailored and evidence-based approaches are essential for effective instruction

[27]

. In a study by Howard et al.

[19]

, it was revealed that targeted professional development significantly enhanced teachers' knowledge of EBPs, leading to a subsequent increase in their application in instructional settings. This suggests that ongoing training and support can play a pivotal role in bridging knowledge gaps and facilitating the integration of evidence-based strategies into everyday teaching practices.

However, challenges persist, as indicated by some studies

[1, 33, 45]

have identified variations in teachers' knowledge across different domains of evidence-based practices. For instance, teachers might demonstrate higher proficiency in conventional instructional approaches while exhibiting a moderate understanding of alternative evidence-based techniques. This highlights the need for a more comprehensive and diversified approach to professional development that covers a broad spectrum of evidence-based strategies.

Moreover, a recurring theme in the literature is the recognition that teachers, in general, may have varying levels of understanding regarding learners with diverse needs, encompassing both evidence-based and unsupported practices

[12, 21]

. This underscores the ongoing challenge of ensuring that teachers are adequately equipped with the knowledge necessary to support students with diverse needs effectively.

1.2. H1: Teachers’ Knowledge in EBPs Will Determine Their Use of EBPs

Extant literature supports the idea that teachers' knowledge of EBPs significantly influences their utilisation in the classroom. Professional development emerges as a critical factor in enhancing this knowledge and subsequently improving the application of evidence-based strategies in diverse educational settings. The nuanced nature of teachers' proficiency across different domains emphasises the need for tailored and comprehensive training programmes to maximise the impact of evidence-based practices on educational outcomes.

1.3. H2: Teachers’ Years of Teaching Will Determine Their Use of EBPs

The hypothesis above guided the review below: Extant research has explored the association between teachers' years of experience and their adoption of Evidence-Based Practices (EBPs) when working with learners with diverse needs. The relationship between these variables has been a subject of interest, with several studies shedding light on the nuanced dynamics. A common trend in the literature is the recognition that teachers with more years of experience often possess a wealth of practical knowledge and pedagogical expertise

[6]

. However, the specific impact of this experience on the adoption of EBPs is not universally consistent.

Some studies suggest a positive correlation between years of teaching experience and the use of EBPs

[34, 40]

. More experienced teachers may benefit from accumulated practical wisdom and a deeper understanding of instructional strategies, enabling them to integrate evidence-based approaches effectively. This is particularly relevant in the context of learners with diverse needs, where nuanced and flexible instructional methods are essential.

Contrastingly, other research has proposed that the relationship between years of teaching experience and the use of EBPs is not straightforward. In a study by Tryon

[39]

, findings indicated that while experienced teachers demonstrated expertise in traditional teaching methods, they might be less inclined to adopt newer evidence-based strategies. This reluctance could stem from ingrained teaching habits, resistance to change, or a lack of exposure to contemporary instructional methodologies during their professional development.

Moreover, recent studies have explored the role of ongoing professional development in mediating the relationship between years of teaching experience and the adoption of EBPs. Daniels

[13]

found that experienced teachers who actively engaged in targeted professional development were more likely to incorporate evidence-based strategies into their teaching practices. This suggests that continuous learning and exposure to updated instructional approaches can bridge potential gaps between experience and the adoption of EBPs.

Conclusively, literature offers varied perspectives on the relationship between teachers' years of experience and the use of EBPs when teaching learners with diverse needs. While some studies indicate a positive correlation, others highlight complexities and potential barriers associated with more experienced teachers adopting newer evidence-based practices.

2. The Study Context

In Ghana, as in many other countries, diversity in education has gained prominence as a means of ensuring equal access to quality education for all students, regardless of their peculiar abilities and backgr ounds. Diversity in education in Ghana, similar to global trends, aim to provide an environment where students with disabilities, special educational needs, and those from marginalized backgrounds can learn side by side with their typically developing peers. Central to the success of diversity in education is the effective utilization of Evidence-Based Practices (EBPs) as part of universal design for learning that have been shown to improve educational outcomes for all students

[16]

. Aside from that, supportive systems can lead to the development and use of EBPs. According to Opoku‐Nkoom and Ackah‐Jnr

[28]

, collaborative cultures among teachers, parents, and other community stakeholders support diversity in education and embrace EBPs in managing learners with diverse needs. These supportive systems present an opportunity for teachers to advance their knowledge and practice as they might capitalise on these opportunities to hone their skills in selecting and applying appropriate EPBs for diverse learners.

Again, knowledge and experience of teachers are very crucial to their decision in selecting and using EBPs in a diversified learning environment that espouses inclusivity. Literature however shows that teachers’ Knowledge and experience to adapt the EBPs curriculum and the flow of diversity knowledge among teachers was limited. Furthermore, the extent to which Ghanaian teachers are equipped with the necessary knowledge in EBPs and how their years of teaching influences the implementation of these practices within diversified classrooms remains understudied regardless of their critical contributions in the educational value chain.

While research from the broader international context has addressed this issue to some extent, the Ghanaian perspective presents unique challenges and opportunities. Even with this evolving educational landscape, it becomes crucial to examine how knowledge in EBPs and the experience of Ghanaian educators intersect in driving the adoption and implementation of EBPs within diversified and inclusive classrooms.

3. Materials and Methods

3.1. Research Design and Participants

The study was cross-sectional in nature, and convenient sampling procedures were employed. A sample of 480 (male = 270; female = 210) in-service teachers were recruited for the study. These teachers have worked with learners with diverse needs and inclusive classrooms across the Effutu Municipality, Gomoa East, and Gomoa West Districts in the Central Region of Ghana. These teachers involved those specifically trained for inclusive classrooms and those generally trained to serve all manner of students in Ghana. These teachers have taught for a period of between 1 and 36 years in their various jurisdictions and schools. The settings where these teachers practiced their profession included rural and urban areas, influenced by several political and economic conditions. The researchers sought ethical clearance from the University of Education, Winneba, where ethics approval was secured to this study.

3.2. Instrumentation and Data Collection

The researchers measured EBP knowledge among teachers using 52 items (Appendix A) from 26 EBPs. In this, 26 items were modified to measure teachers’ knowledge of those EBPs, and 26 items were modified to reflect whether they apply or not EBPs in the diversified classrooms. The EBPs that the researchers used were available in the literature and are supported by several scholars to be applied in inclusive classrooms or in dealing with learners' diverse needs

[3, 8]

. The measure was closed-ended and put into sections. The first section solicited information on the teachers’ gender, years of teaching, and age. The second part of the measure was a Likert-type rating concerning teachers’ knowledge of EBPs and was scored based on strongly disagree = 1, disagree = 2, agree = 3, and strongly agree = 4. The third part of the measure was a Likert-type rating concerning teachers’ use of EBPs and was scored based on never = 1, rarely = 2, often = 3, and always = 4. The researchers administered hardcopies to the teachers, who were allowed two days to respond to the questionnaire and return them to the researchers upon completion. The measure satisfied the threshold for internal consistency using the Cronbach alpha, where teachers’ knowledge of EBPs produced a reliability coefficient of 0.860 while teachers’ use of EBPs produced a reliability coefficient of 0.855

[2, 7, 35]

3.3. Data Cleaning and Analysis

The researchers collected quantitative data, which was subjected to data cleaning in order to do away with incompleteness and outliers using box and whisker plots. Then, the data were analysed with frequency counts and percentages, one sample t-test, and simple linear regression.

4. Results

4.1. Testing of Statistical Assumptions

From Table 1, the range for teachers’ knowledge of EBPs is 57.00 units, while their use of EBPs is 83.00 units. This indicates an appropriate spread or variability of the data for both their knowledge of EBPs and their use of EBPs

[25]

. Again, the mean value for teachers’ knowledge of EBPs is 81.32, and that for their use of EBPS is 76.06. The results suggest that, on average, teachers have higher knowledge of evidence-based practices than their use of these practices. In terms of the standard deviations, teachers’ knowledge of EBPs is 9.77, and that for their use is 11.21. The results imply that there is more variability in teachers' use of evidence-based practices compared to their knowledge. With regard to skewness and kurtosis, the results show that there are more teachers with lower values for both knowledge and use of evidence-based practices than teachers with higher values. While in kurtosis, teachers’ knowledge of EBPs had a normal distribution, and their use of EBPs had slightly more peaked or heavy-tailed compared to a normal distribution

[26, 29]

Table 1. Descriptive.

Parameters	Range	Mean		Std. Deviation	Skewness		Kurtosis
Parameters	Statistic	Statistic	Std. Error	Statistic	Statistic	Std. Error	Statistic	Std. Error
Parameter 1	57.00	81.32	.45	9.77	-.69	.11	.08	.22
Parameter 2	83.00	76.06	.51	11.21	-.61	.11	.95	.22

*Parameter 1= Teachers’ Knowledge in Evidence-Based Practices; Parameter 2= Teachers’ Use of Evidence-Based Practices

4.2. Research Question One: What Are Teachers’ Knowledge Levels and Use of EBPS

The question sought to establish knowledge levels and use of EBPs. In answering the question, the one sample t-test was applied with criterion value of 65. The 65 was applicable based on the four-point Likert-type scale (2.5\times 26 = 65). Thus, the value 65 represents the theoretical midpoint of the total average scale score. Table 2 presents the results.

Table 2. One-Sample Statistics on Knowledge level and Use of EBPs.

Criterion Value=65
							95% CI
Parameters	t	df	M	SD	SEM	MD	Lower	Upper	Sig.
Parameter 1	36.61	479	81.32	9.77	.45	16.32	15.44	17.20	.000
Parameter 2	21.63	479	76.06	11.21	.51	11.06	10.06	12.07	.000

*Parameter 1= Teachers’ Knowledge in Evidence-Based Practices; Parameter 2= Teachers’ Use of Evidence-Based Practices

In Table 2, both teachers’ knowledge of EBPs and their use show highly significant differences from the criterion value of 65. The results suggest that the teachers’ knowledge of evidence-based practices [(M = 81.32, SD = 9.77), t = 36.61, p<0.000] and their use of evidence-based practices [(M = 76.06, SD = 11.21), t = 21.63, p<0.000] are both significantly higher than the specified criterion mean of 65. This implies that teachers possess high knowledge of EBPs and often use them to teach learners with diverse needs.

4.3. Hypothesis One: Teachers’ Knowledge in EBPs Will Determine Their Use of EBPs

The hypothesis sought to test the potential influence of teachers’ knowledge in EBPs on their use of the EBPs. In performing the test, simple linear regression was applied after satisfying the needed assumptions (e.g., normality, linearity, independence, homoscedasticity, normality, no multicollinearity, and no endogeneity)

[9, 44]

. Table 3 presents the results.

Table 3. Regression results on Teachers’ Knowledge of EBPs as a Determinant of their Use of EBPs.

								95% CI
Parameters	B	SE	β	R	R2	AdjR2	T	Lower	Upper	F	Sig.	p
TK*TU	.71	.041	.62	.62	.380	.379	5.48	.626	.789	293.14	.000	.000

TK =Teachers’ knowledge in EBPs; TU= Teachers Use of EBPs

From Table 3, the linear regression analysis indicates that the interaction of teachers’ knowledge and teachers’ use of evidence-based practices is a significant predictor of the dependent variable. Thus, R²=.38, F (1, 479) = 293.14, p<0.000. The standardised coefficient (β) of 0.62 suggests a moderately strong positive relationship. The model explains 38.0% of the variance in the dependent variable, and this relationship remains statistically significant as evidenced by the p-value of 0.000. The 95% confidence interval for the coefficient indicates that the true effect of the interaction term is likely to fall between 0.626 and 0.789. The regression produced a large effect size of 0.61

[10, 36]

, which implies that a unit increase in teachers’ knowledge of EBPs will lead to a unit increase in their use of EBPs.

4.4. Hypothesis Two: Teachers’ Years of Teaching Will Determine Their Use of EBPs

The hypothesis sought to test the potential effects of teachers’ years of teaching on their use of EBPs. In performing the test, One-Way ANOVA was applied, where assumptions such as normality, homoscedasticity, and multicollinearity were satisfied. Table 4 presents the results.

Table 4. One-Way ANOVA-Descriptive Results on Years of Teaching and EBPs Use.

Years of Teaching	N	Mean	SD	SE	95% Confidence Interval for Mean
Years of Teaching	N	Mean	SD	SE	Lower Bound	Upper Bound
1- 5 years	160	74.8375	11.70	.93	73.01	76.67
6- 10 years	200	76.6700	11.25	.80	75.10	78.24
11- 15 years	74	76.8514	10.21	1.19	74.49	79.22
16- 20years	20	77.8500	10.24	2.29	73.06	82.64
21- 25 years	14	72.7857	9.69	2.59	67.19	78.38
26- 30 years	12	78.3333	12.59	3.63	70.34	86.33
Total	480	76.0646	11.21	.51	75.06	77.07

In Table 4, the hypothesis sought to find out if years of teaching could predict the use of EBPs in teaching learners with diverse needs. The years of teaching was in six categories: 0-5 years, 6-10 years, 11-15 years, 16-20 years, 21-25 years, and 26-30 years while the criterion variable was one: teachers’ of EBPs. The hypothesis was tested using One-Way Analysis of Variance (ANOVA). In performing and reporting the ANOVA results, certain assumptions were considered and reported. For instance, Levene’s Test of Homogeneity of Variances result produced a sig. value of 0.334, signalling that there was no violation of the homogeneity of variance assumption. Table 5 presents the results of One-Way ANOVA.

Table 5. One-Way ANOVA Results.

TE*TU	Sum of Squares	df	Mean Square	F	Levene’s Test of Homogeneity of Variances	Sig.
Between Groups	636.06	5	127.21	1.013	.334	.410
Within Groups	59546.93	474	125.63
Total	60182.10	479

TE*TU=Years of teaching interacting with the Use of EBPs

Table 5 shows the ANOVA results, and it indicates that there is no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices: F (5, 474) = 1.013, p =.410. These results imply that, at least in the context of this study, the years of years of teaching, when considered alongside the use of evidence-based practices, do not have a substantial impact on the outcome variable.

5. Discussion

The study revealed that teachers' knowledge of evidence-based practices (EBPs) and their actual utilization of these practices are significantly higher than the specified criterion (CV=65). These findings align with existing literature that emphasizes the importance of teachers' knowledge in EBPs and its direct impact on effective implementation. For instance, the study conducted by Alhossein

[3]

supports the idea that teachers with a solid foundation in EBPs are better equipped to select and implement evidence-based interventions effectively. The research underscores the significance of targeted training programmes and ongoing professional development to enhance teachers' EBP knowledge. In this context, the high levels of knowledge observed in the current study might be indicative of the positive outcomes associated with effective training and professional development initiatives. However, the study by Barry et al.

[5]

provides a nuanced perspective.

Again, the results from study indicate a significant and positive relationship between the interaction of teachers’ knowledge and their use of evidence-based practices (EBPs) and the dependent variable. Numerous studies align with the study findings, highlighting the pivotal role of teachers’ knowledge in the successful utilization of EBPs

[22, 32]

. A solid understanding of evidence-based interventions is identified as a key factor influencing teachers' ability to incorporate these practices into their teaching methodologies. This alignment underscores the importance of equipping educators with the necessary knowledge to effectively address diverse learner needs through evidence-based and tailored instructional approaches

[27]

. Likewise, the study by Howard et al.

[18]

, mentioned in the literature review, supports the idea that targeted professional development enhances teachers' knowledge of EBPs, leading to increased application in instructional settings. This finding reinforces the notion that ongoing training and support are crucial components in facilitating the integration of evidence-based strategies into everyday teaching practices.

Finally, the study results showed no statistically significant difference in the means of the dependent variable across categories of years of teaching when considering the interaction with the use of evidence-based practices (EBPs), align with some aspects of the existing literature while presenting nuances that warrant further exploration. One possible explanation for this finding relates to the historical orientation of teacher preparation programmes in Ghana. Many experienced teachers received their professional training at a time when the concept of evidence-based practices was not explicitly emphasized within teacher education curricula. Earlier teacher preparation programmes were largely grounded in traditional pedagogical models that prioritized content delivery and teacher-centred instruction rather than research-informed instructional strategies. Consequently, veteran teachers may rely more on accumulated classroom routines and experiential knowledge rather than systematically applying evidence-based approaches to teaching and learning. This pattern is consistent with research suggesting that teachers’ instructional practices are often shaped by the pedagogical paradigms prevalent during their initial professional training. Another plausible explanation concerns the limited opportunities for sustained Continuous Professional Development (CPD) for experienced teachers. While Ghana has implemented various professional development initiatives in recent years, access to structured and ongoing CPD programmes that specifically focus on EBPs remains uneven across schools and districts. Without consistent opportunities for professional learning, veteran teachers may have fewer chances to update their instructional practices or engage with emerging research on effective teaching strategies. As a result, differences between early-career and experienced teachers in their adoption of EBPs may be minimized, leading to the absence of statistically significant variations across experience categories. Furthermore, the institutional culture within many Ghanaian schools may also influence this outcome. In contexts where school leadership, monitoring systems, and instructional support structures do not actively promote evidence-informed teaching, teachers may rely on conventional practices that are perceived as familiar and manageable within existing resource constraints. Thus, the non-significant effect of teaching experience may reflect systemic factors rather than individual teacher characteristics. The literature has indeed recognized the potential impact of teachers’ years of experience on their adoption of EBPs, with some studies suggesting a positive correlation

[34, 40]

. The idea that more experienced teachers may possess accumulated practical wisdom and pedagogical expertise that enables them to integrate evidence-based approaches aligns with the positive association reported in these studies. However, the current study's findings indicate that, at least in the specific context examined, the impact of years of teaching experience, when considered alongside the use of EBPs, is not statistically significant. Contrastingly, the literature, exemplified by the study conducted by Tryon

[39]

, has suggested that the relationship between years of teaching experience and the adoption of EBPs is not straightforward.

6. Conclusions

It is concluded in this study that teachers are well-informed about evidence-based practices and forcefully integrate them into their instructional methods as they interact with learners with diverse needs. Again, the positive relationship between the interface of teachers’ knowledge and their use of evidence-based practices (EBPs) exemplifies and resonates the significance of their commitment to adaptation to inclusiveness, even though the impact of years of teaching experience, when considered alongside the use of EBPs, does not necessarily improve evidence-based practices among practitioners.

7. Implications for Policy and Practice

Teachers’ knowledge and years of teaching experience have significant implications for counselling when it comes to applying evidence-based practices (EBPs) in teaching learners with diverse needs. These determinants directly influence the effectiveness and success of interventions provided by teachers while also shaping their attitudes and beliefs towards inclusive education. As there continues a global strive to achieve meaningful inclusion of all learners, more effort is required of teachers to ensure inclusion of learners with diverse needs in a holistic manner. Our study findings, report a significantly higher criterion of EBP utilization mainly attributed teacher knowledge, whiles this might be an indication of promising effects of effective training and professional development initiatives, this may not necessarily be the same in all context or for all teachers. This is because, the present study involved teachers who have worked with these learners with commitment and desire to do so, hence findings may not necessarily be implied for their colleagues who have less exposure or in different context aside the central region.

From the foregoing, the integration of students with diverse abilities and needs in continuously increasing numbers requires intentional integration into regular classrooms, as the trend has emerged as a central tactic to encourage equity and access in present-day educational systems. This kind of learning environment enables teachers to effectively modify schools and other educational institutions to accommodate the needs of all students. Effectiveness in enhancing student learning outcomes and fostering inclusive environments. While the utilisation of EBPs is essential and effective in addressing and enhancing the diverse and complex needs of students, it is the responsibility of government and allied stakeholders to reinforce ongoing professional development training and its sustenance, which are crucial components in facilitating the integration of evidence-based strategies into everyday teaching practices.

Curriculum development plays a central role in ensuring that educational materials are inclusive and responsive to the varied learning styles, abilities, and backgrounds of students

[37]

. Differentiated instruction, a key aspect of curriculum design, emphasises tailoring teaching methods and content to accommodate the unique needs of each learner

[38]

. During curriculum design and its subsequent implementation, there is a need to incorporate differentiated strategies into the curriculum to meet learners’ diverse needs. By so doing, educators can create a learning environment that fosters engagement and success for all students, regardless of their individual challenges or strengths. This approach ensures that curriculum materials are flexible and can be customised to meet the needs of learners with varying backgrounds, abilities, and learning styles. Therefore, effective curriculum development must consider the diverse needs of learners to promote an inclusive and equitable educational experience. By incorporating differentiated instruction, educators can create curricula that cater to the individual strengths and challenges of all students, fostering a learning environment that supports success for everyone.

Regarding inclusivity and physical education, teachers need to advocate for continuous research and the effective application of evidence-based strategies to assist diverse students in achieving learning outcomes. It also influences PE teachers to create an inclusive learning environment for diverse learning, regularly participate in continuous professional development programmes in order to stay current, and play a crucial role in advocating policy integration and curriculum alignments.

Author Contributions

Rabbi Abu-Sadat: Conceptualization, Data curation, Funding acquisition, Investigation, Methodology, Writing – original draft,

Veronica Esinam Eggley: Data curation, Funding acquisition, Investigation, Resources, Validation, Writing – review & editing

Regine Kwaw: Formal Analysis, Funding acquisition, Software, Visualization, Validation, Writing – review & editing

Inuusah Mahama: Conceptualization, Funding acquisition, Methodology, Project administration, Supervision, Validation, Writing – review & editing

Data Availability Statement

The data used for this study is available upon reasonable request from the corresponding author.

Conflicts of Interest

The authors declare no conflicts of interest.

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Abu-Sadat, R., Eggley, V. E., Kwaw, R., Mahama, I. (2026). Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Education Journal, 15(2), 69-78. https://doi.org/10.11648/j.edu.20261502.13

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Abu-Sadat, R.; Eggley, V. E.; Kwaw, R.; Mahama, I. Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Educ. J. 2026, 15(2), 69-78. doi: 10.11648/j.edu.20261502.13

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Abu-Sadat R, Eggley VE, Kwaw R, Mahama I. Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Educ J. 2026;15(2):69-78. doi: 10.11648/j.edu.20261502.13

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@article{10.11648/j.edu.20261502.13,
  author = {Rabbi Abu-Sadat and Veronica Esinam Eggley and Regine Kwaw and Inuusah Mahama},
  title = {Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs},
  journal = {Education Journal},
  volume = {15},
  number = {2},
  pages = {69-78},
  doi = {10.11648/j.edu.20261502.13},
  url = {https://doi.org/10.11648/j.edu.20261502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261502.13},
  abstract = {This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data for the study were collected with self-report measures on teacher characteristics (knowledge and years of teaching), and EBPs. The data were analysed descriptively and inferentially. The study revealed that, on average, teachers possess higher knowledge of EBPs than their actual use of these practices. The study further identifies a moderately strong positive relationship between teachers’ knowledge and their use of EBPs. However, the study revealed no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices. Therefore, the study asserts that Ghanaian teachers exhibit a strong awareness of EBPs and actively integrate them into instructional methods, especially when working with learners with diverse needs. In this regard, the study recommends ongoing professional development initiatives to reinforce and sustain the integration of evidence-based strategies into everyday teaching practices.},
 year = {2026}
}

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TY  - JOUR
T1  - Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs
AU  - Rabbi Abu-Sadat
AU  - Veronica Esinam Eggley
AU  - Regine Kwaw
AU  - Inuusah Mahama
Y1  - 2026/04/15
PY  - 2026
N1  - https://doi.org/10.11648/j.edu.20261502.13
DO  - 10.11648/j.edu.20261502.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 69
EP  - 78
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261502.13
AB  - This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data for the study were collected with self-report measures on teacher characteristics (knowledge and years of teaching), and EBPs. The data were analysed descriptively and inferentially. The study revealed that, on average, teachers possess higher knowledge of EBPs than their actual use of these practices. The study further identifies a moderately strong positive relationship between teachers’ knowledge and their use of EBPs. However, the study revealed no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices. Therefore, the study asserts that Ghanaian teachers exhibit a strong awareness of EBPs and actively integrate them into instructional methods, especially when working with learners with diverse needs. In this regard, the study recommends ongoing professional development initiatives to reinforce and sustain the integration of evidence-based strategies into everyday teaching practices.
VL  - 15
IS  - 2
ER  -

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Author Information

Rabbi Abu-Sadat

Department of Special Education, University of Education, Winneba, Ghana

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http://orcid.org/0000-0001-9100-3490
Veronica Esinam Eggley

Department of Counselling Psychology, University of Education, Winneba, Ghana

Research Fields: Counselling Psychology

Contact Email

http://orcid.org/0009-0007-5094-3479
Regine Kwaw

Department of Education, Enchi College of Education, Enchi, Ghana

Research Fields: Educational Psychology

Contact Email

http://orcid.org/0000-0001-9622-0793
Inuusah Mahama

Department of Counselling Psychology, University of Education, Winneba, Ghana

Research Fields: Educational Psychology

Contact Email

http://orcid.org/0000-0002-1149-1189

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Abu-Sadat, R., Eggley, V. E., Kwaw, R., Mahama, I. (2026). Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Education Journal, 15(2), 69-78. https://doi.org/10.11648/j.edu.20261502.13

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ACS Style

Abu-Sadat, R.; Eggley, V. E.; Kwaw, R.; Mahama, I. Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Educ. J. 2026, 15(2), 69-78. doi: 10.11648/j.edu.20261502.13

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AMA Style

Abu-Sadat R, Eggley VE, Kwaw R, Mahama I. Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Educ J. 2026;15(2):69-78. doi: 10.11648/j.edu.20261502.13

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@article{10.11648/j.edu.20261502.13,
  author = {Rabbi Abu-Sadat and Veronica Esinam Eggley and Regine Kwaw and Inuusah Mahama},
  title = {Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs},
  journal = {Education Journal},
  volume = {15},
  number = {2},
  pages = {69-78},
  doi = {10.11648/j.edu.20261502.13},
  url = {https://doi.org/10.11648/j.edu.20261502.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20261502.13},
  abstract = {This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data for the study were collected with self-report measures on teacher characteristics (knowledge and years of teaching), and EBPs. The data were analysed descriptively and inferentially. The study revealed that, on average, teachers possess higher knowledge of EBPs than their actual use of these practices. The study further identifies a moderately strong positive relationship between teachers’ knowledge and their use of EBPs. However, the study revealed no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices. Therefore, the study asserts that Ghanaian teachers exhibit a strong awareness of EBPs and actively integrate them into instructional methods, especially when working with learners with diverse needs. In this regard, the study recommends ongoing professional development initiatives to reinforce and sustain the integration of evidence-based strategies into everyday teaching practices.},
 year = {2026}
}

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TY  - JOUR
T1  - Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs
AU  - Rabbi Abu-Sadat
AU  - Veronica Esinam Eggley
AU  - Regine Kwaw
AU  - Inuusah Mahama
Y1  - 2026/04/15
PY  - 2026
N1  - https://doi.org/10.11648/j.edu.20261502.13
DO  - 10.11648/j.edu.20261502.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 69
EP  - 78
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20261502.13
AB  - This study delves into the intersection of knowledge in evidence-based practices (EBPs) and the experience of Ghanaian educators in driving the adoption and implementation of EBPs within diversified and inclusive classrooms. The study involved 480 in-service teachers with varying years of teaching experience, using a cross-sectional strategy. Data for the study were collected with self-report measures on teacher characteristics (knowledge and years of teaching), and EBPs. The data were analysed descriptively and inferentially. The study revealed that, on average, teachers possess higher knowledge of EBPs than their actual use of these practices. The study further identifies a moderately strong positive relationship between teachers’ knowledge and their use of EBPs. However, the study revealed no statistically significant difference in the means of the dependent variable across the categories of years of teaching when considering the interaction with the use of evidence-based practices. Therefore, the study asserts that Ghanaian teachers exhibit a strong awareness of EBPs and actively integrate them into instructional methods, especially when working with learners with diverse needs. In this regard, the study recommends ongoing professional development initiatives to reinforce and sustain the integration of evidence-based strategies into everyday teaching practices.
VL  - 15
IS  - 2
ER  -

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