Journal of School Psychology ( IF 6.033 ) Pub Date : 2021-09-21 , DOI: 10.1016/j.jsp.2021.08.003 Travis Cramer 1 , Alejandro Ganimian 1 , Pamela Morris 1 , Elise Cappella 1
Although there are reasons to believe that teachers' commitment to learn and enact an evidence-based program (i.e., their commitment to implement) predicts their implementation fidelity, there is surprisingly little quantitative research testing this relationship. Using a national large-scale evaluation of three preschool social-emotional interventions, this study investigated how strongly teachers' commitment predicted implementation fidelity and whether commitment was a meaningful predictor of fidelity as compared to other individual factors (i.e., teacher stress at baseline) and contextual factors (i.e., collegial supports, classroom behavioral problems, and classroom quality at baseline). We surveyed 230 preschool teachers in their first year of implementing the interventions; data sources include surveys from teachers and 52 intervention coaches as well as classroom observational data. We found that teachers' baseline commitment consistently predicted implementation fidelity across time and that commitment predicted unique variation in fidelity after accounting for other individual and contextual factors. In addition, implementation fidelity had a moderate positive relationship with teachers' baseline classroom quality and a small negative association with baseline classroom behavior problems. Findings are discussed with respect to implementation science in education.
中文翻译:
教师承诺在提供循证社会情感学习计划中的作用
尽管有理由相信教师对学习和制定循证计划的承诺(即他们对实施的承诺)预测了他们的实施保真度,但令人惊讶的是,很少有定量研究测试这种关系。本研究使用对三种学前社会情绪干预措施的全国性大规模评估,调查了教师的承诺对实施忠诚度的预测程度,以及与其他个人因素(即基线时的教师压力)相比,承诺是否是对忠诚度的有意义的预测指标,以及情境因素(即大学支持、课堂行为问题和基线课堂质量)。我们在实施干预措施的第一年对 230 名学前教师进行了调查;数据来源包括来自教师和 52 位干预教练的调查以及课堂观察数据。我们发现,教师的基线承诺一致地预测了跨时间的实施保真度,并且在考虑了其他个人和背景因素后,该承诺预测了保真度的独特变化。此外,实施保真度与教师的基线课堂质量呈中等正相关,与基线课堂行为问题呈小幅负相关。研究结果就教育实施科学进行了讨论。基线承诺一致地预测了跨时间的实施保真度,并且该承诺在考虑了其他个人和背景因素后预测了保真度的独特变化。此外,实施保真度与教师的基线课堂质量呈中等正相关,与基线课堂行为问题呈小幅负相关。研究结果就教育实施科学进行了讨论。基线承诺始终如一地预测了跨时间的实施保真度,并且该承诺在考虑了其他个人和背景因素后预测了保真度的独特变化。此外,实施保真度与教师的基线课堂质量呈中等正相关,与基线课堂行为问题呈小幅负相关。研究结果就教育实施科学进行了讨论。