Practical wisdom and empirical evidence indicate that teachers’ commitment to learn and enact a practice (i.e., their commitment to implement) is a critical but overlooked mechanism for supporting changes in teacher practice. Shortcomings in this area of scholarship stem from research gaps regarding: (1) how to operationalize teachers’ commitment to implementing new practices and (2) which factors predict whether teachers are committed to using new practices. To address these gaps, this study collected survey and open-ended response data from 107 early childhood education teachers implementing an evidence-based social-emotional learning program called Tools of the Mind (TotM). After comparing intention, planning, and motivation approaches for operationalizing teachers’ commitment to implement, a motivation approach emerged as the most consistent and valid method. Teachers’ belief that TotM would benefit children's development was identified as the strongest predictor of teachers’ commitment to implement based on structural equation modeling and open-ended survey data. Findings are discussed in the context of implementation science and teacher workforce development.

实践智慧和经验证据表明，教师对学习和实施实践的承诺（即他们对实施的承诺）是支持教师实践变革的关键但被忽视的机制。这一学术领域的缺点源于以下方面的研究差距：（1）如何实施教师对实施新实践的承诺，以及（2）哪些因素可以预测教师是否致力于使用新实践。为了解决这些差距，本研究收集了来自 107 名幼儿教育教师的调查和开放式回复数据，这些教师实施了一项名为 Tools of the Mind (TotM) 的循证社会情感学习计划。在比较了实施教师实施承诺的意图、计划和激励方法之后，激励方法成为最一致和有效的方法。基于结构方程模型和开放式调查数据，教师认为 TotM 将有益于儿童发展的信念被确定为教师承诺实施的最强预测指标。调查结果在实施科学和教师队伍发展的背景下进行了讨论。