Profiling Teachers’ Knowledge and Use of Evidence-Based Practices in Ghanaian Inclusive Classrooms.

This study profiles the knowledge and utilisation of evidence-based practices (EBPs) among basic school teachers in the Effutu Municipality, with a particular focus on their application in inclusive classrooms. A total of 480 teachers participated, responding to a carefully developed questionnaire that assessed both their understanding and instructional use of EBPs. The results indicated that, on average, teachers possessed a high level of knowledge of EBPs, with mean scores for all EBPs exceeding the criterion mean of 2.50. Furthermore, a relatively even distribution was observed between teachers reporting low (50.2%) and high (49.8%) usage of EBPs in their instructional methods. The independent sample t-test results revealed no statistically significant difference between male and female teachers’ knowledge of EBPs and their reported use of EBPs. The findings suggest that basic school teachers use EBPs in inclusive classrooms. However, the distribution of usage levels highlights the need for tailored professional development programmes, peer collaboration, monitoring mechanisms, and resource allocation to enhance the quality and consistency of inclusive education practices.