Testing an Organizational Implementation Process Model Related to Teachers’ Implementation-Related Attitudes and Behaviors: a Multilevel Mediation Analysis

IF 3 2区 医学 Q2 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Catherine M. Corbin, Yanchen Zhang, Mark G. Ehrhart, Jill Locke, Aaron R. Lyon
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引用次数: 0

Abstract

The effectiveness of school-based universal prevention programs is frequently diminished due to low-quality implementation. Organizational factors support high-quality implementation because of their broad influence across implementers. Conceptually, implementation leadership (i.e., behaviors that prioritize, reward, and support evidence-based practice [EBP] implementation) works to embed a favorable implementation climate (i.e., implementers’ collective perceptions that their organization prioritizes, rewards, and support EBP implementation) leading to improved implementation citizenship behavior and attitudes toward EBP. This organizational implementation process model has some empirical support but has not been tested in a multilevel framework or related to hypothesized attitudinal and behavioral outcomes. The sample included 319 teachers across 39 US public elementary schools; all were implementing Schoolwide Positive Behavior Interventions and Supports. Multilevel mediation (level 1 = teacher, level 2 = school) was used to test the indirect association of implementation leadership on implementation-related attitudes and behaviors via implementation climate across two time points (fall and spring). At the school level, the organizational implementation process model was validated related to implementation citizenship behavior, but not attitudes toward EBP. At the teacher level, the process model was validated related to both outcomes, and there was a significant direct effect of implementation leadership on attitudes toward EBP. Developing strong leaders for implementation seems key to achieving high-quality EBP implementation. Implications for schools, principal training, and research are discussed.

测试与教师实施态度和行为相关的组织实施过程模型:多层次中介分析
由于实施质量不高,校本普及预防计划的效果经常被削弱。组织因素因其对实施者的广泛影响而支持高质量的实施。从概念上讲,实施领导力(即优先考虑、奖励和支持循证实践(EBP)实施的行为)可以营造良好的实施氛围(即实施者集体认为其组织优先考虑、奖励和支持 EBP 实施),从而改善实施公民行为和对 EBP 的态度。这一组织实施过程模型有一定的实证支持,但尚未在多层次框架内进行测试,也未与假设的态度和行为结果相关联。样本包括 39 所美国公立小学的 319 名教师;所有教师都在实施全校范围的积极行为干预和支持。采用多层次调解(第 1 层 = 教师,第 2 层 = 学校)的方法,通过两个时间点(秋季和春季)的实施氛围,检验实施领导对实施相关态度和行为的间接影响。在学校层面,组织实施过程模型与实施公民行为相关,但与对 EBP 的态度无关。在教师层面,过程模型与这两种结果都有关系,而且实施领导对 EBP 的态度有显著的直接影响。培养强有力的实施领导者似乎是实现高质量 EBP 实施的关键。本文讨论了对学校、校长培训和研究的启示。
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来源期刊
Prevention Science
Prevention Science PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-
CiteScore
6.50
自引率
11.40%
发文量
128
期刊介绍: Prevention Science is the official publication of the Society for Prevention Research. The Journal serves as an interdisciplinary forum designed to disseminate new developments in the theory, research and practice of prevention. Prevention sciences encompassing etiology, epidemiology and intervention are represented through peer-reviewed original research articles on a variety of health and social problems, including but not limited to substance abuse, mental health, HIV/AIDS, violence, accidents, teenage pregnancy, suicide, delinquency, STD''s, obesity, diet/nutrition, exercise, and chronic illness. The journal also publishes literature reviews, theoretical articles, meta-analyses, systematic reviews, brief reports, replication studies, and papers concerning new developments in methodology.
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