Teachers’ perceptions of the school as a learning environment for practice-based research : testing a model that describes relations between input, process and outcome variables

In-school practice-based research by teachers has been suggested as a powerful activity to foster meaningful professional learning. In this study, structural equation modeling was used to investigate paths (relations) between respondents’ perceptions of the school as learning environment for practice-based research (research structure, research culture, and partnership), motives for performing practice-based research, process variables (planning and performing research, and evaluating and reporting research), and outcome variables (research attitude and efficacy beliefs, and teacher efficacy beliefs). In the study, 56 teacher-researchers and student teachers who carried out practice-based research in secondary education schools in the Netherlands were asked for their perceptions by means of a questionnaire. The results of structural equation modeling analyses suggested different structural paths to explain associations between the different variables. The model showed that outcomes of practice-based research were mainly influenced by research process variables and motives to conduct research. This implies that schools implementing practice-based research as a professional learning activity should focus on the process of practice-based research and teachers’ motives for performing practice-based research.