This study analyzes the relationships between the characteristics of learning organizations and those typical of institutions that use scientific evidence in educational practice. A questionnaire was administered to teachers and school leaders from educational centers in the autonomous communities of Catalonia and Madrid, with responses from 462 professionals across 204 schools.
The findings confirm the interrelation between the features of learning organizations and the approach of evidence-based practice, highlighting the importance of peer actions, the leadership role of school heads, explicit support from management, and the institutional support for improvement.
The significance of these dimensions is influenced by the autonomous community of origin, the type of school ownership, training, position held, and years of professional experience. Gender and years of experience at the specific educational center, however, do not have an impact.