Contextual Factors Associated With Readiness to Implement Universal Prevention Programs in Rural Schools.

Abstract

Background: Despite the importance of organizational readiness for implementing evidence-based practices in schools, few studies have empirically examined contextual and attitudinal factors that may shape how implementation team members perceive their schools' preparedness to implement new practices. We examined associations between theorized factors and perceptions of organizational readiness among school teams preparing to launch a universal prevention initiative.

Method: Data came from implementation team members (n = 166) from 40 Idaho schools participating in the baseline wave of a hybrid Type 3 effectiveness-implementation trial of supports to improve scale-up of universal prevention. Multilevel regression models tested individual and school-level predictors of perceived team and staff readiness, including indicators of task demands, resource availability, and situational factors.

Results: Analyses indicated positive associations of system support and protective factors with both team and staff readiness, as well as belief in the program and school resources as predictors of team members' readiness, and transformational leadership as a predictor of perceived staff readiness.

Conclusions: Findings highlight the importance of fostering positive attitudes toward evidence-based practices to enhance team members' perceptions of readiness to implement and potentially improve downstream success. Administrators seeking to strengthen the implementation of evidence-based programming may also benefit from targeted investments connecting staff members to available resources.