In this article, we analyse the reported use of evidence-based practices for the teaching of writing by teachers in compulsory education. These practices were taken from a review of meta-analysis studies in the field of writing instruction. This study accounts for differences throughout compulsory education in the use of these instructional practices. We also analyse the effects of teachers’ variables such as personal efficacy, general efficacy, attitudes and, preparation, on the instructional practices they use. Five-hundred and fifteen teachers of Spanish language and literature from different primary and high schools in Castilla y León participated in the study. Participants completed an online questionnaire about how often they use evidence-based practices taken from an exhaustive review of meta-analyses in the field of writing instruction. In addition, we took measures of teachers’ personal and general efficacy, their attitudes towards writing and the teaching of writing, and their level of preparation to teach writing. The results show that teachers make little use of this type of instructional practice, especially in high school. High school teachers reported significantly lower levels of personal efficacy and preparation for the teaching of writing than teachers in primary grades. Teachers’ personal efficacy level, their preparation for the teaching of writing, and their attitudes towards writing and its teaching influence their use of these instructional practices.
Please, cite this article as follows: Sánchez-Rivero, R., Alves, R. A., Limpo, T., & Fidalgo, R. (2021). Análisis de una encuesta sobre la enseñanza de la escritura en la educación obligatoria: prácticas y variables del profesorado | Analysis of a survey on the teaching of writing in compulsory education: Teachers’ practices and variables. Revista Española de Pedagogía, 79 (279), 321-340. https://doi.org/10.22550/REP79-2-2021-01