Evaluation and Program Planning最新文献_第9页

A systematic review of school-based disaster risk reduction strategies in India 印度以学校为基础的减少灾害风险战略的系统审查

IF 1.5 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-06-30 DOI: 10.1016/j.evalprogplan.2025.102646

Tisha Goswami , Ansar Ahmad

{"title":"A systematic review of school-based disaster risk reduction strategies in India","authors":"Tisha Goswami , Ansar Ahmad","doi":"10.1016/j.evalprogplan.2025.102646","DOIUrl":"10.1016/j.evalprogplan.2025.102646","url":null,"abstract":"<div><div>India is a diverse country, which experiences different types of disasters in different geographical regions. To reduce the impact of such disasters, the schools need to adopt relevant Disaster Risk Reduction (DRR) strategies and equip the students with relevant disaster knowledge to face future disasters. This study presents a systematic review of research on DRR initiatives aimed at Indian school students. The second section of the paper identified the main themes and pertinent recommendations gleaned from those studies. The studies were searched from January 1, 2000, to January 31, 2024, using specific keywords related to DDR, schools, and students. 67 relevant studies, including articles, book chapters, conference papers, and theses, were finalized using PRISMA guidelines. The components of the finalized studies were analyzed based on the year of publication, type of studies, type of data analyzed, the methods used for analysis, the study areas, and the kind of disasters studied. Then, the four themes were identified for thematic analysis: (1) the need to incorporate DRR in the school curriculum (46 %), (2) the emergence of online education as a DRR strategy (27 %), (3) the impact of disasters on disadvantaged students and their mental health (16 %), and (4) the importance of safe and resilient school infrastructure (11 %). The study concluded that the implementation of DRR in Indian schools is necessary to establish a resilient education system that can withstand future disasters. It suggested sensitizing the researchers to conduct more research in this field in India along with the cooperative efforts of all stakeholders in strengthening DRR in the schools.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102646"},"PeriodicalIF":1.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144523466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feasibility, acceptability, and potential utility of an evidence-based pregnancy prevention program among Black/African American middle and high school students in Florida 在佛罗里达州黑人/非裔美国初高中学生中开展循证怀孕预防项目的可行性、可接受性和潜在效用

IF 2 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-08-05 DOI: 10.1016/j.evalprogplan.2025.102671

Tiffany Chenneville , Serena Wasilewski , Morgan Haskett , Kemesha Gabbidon

{"title":"Feasibility, acceptability, and potential utility of an evidence-based pregnancy prevention program among Black/African American middle and high school students in Florida","authors":"Tiffany Chenneville , Serena Wasilewski , Morgan Haskett , Kemesha Gabbidon","doi":"10.1016/j.evalprogplan.2025.102671","DOIUrl":"10.1016/j.evalprogplan.2025.102671","url":null,"abstract":"<div><div>Given high rates of unintended pregnancies and sexually transmitted infections among Black teens in Florida, the need exists for evidence-based interventions to prevent negative and promote positive sexual health outcomes. Building on positive youth development principles, Love Notes is an evidence-based sexuality education program designed to help youth develop and maintain healthy relationships while preparing for the future. Two versions of Love Notes exist – comprehensive sexuality education (CSE) and sexual risk avoidance (SRA). CSE programs are preferred over SRA programs, which explains why most Love Notes research has used the CSE version. However, some communities will not support CSE programming. Addressing the need to evaluate Love Notes-SRA, this study examined the feasibility, acceptability, and potential utility of Love Notes-SRA programming for Black middle and high school students in Tampa Bay, Florida. Existing program evaluation data collected from 452 youth aged 11–19 indicated lower self-reported intentions to engage in risky behaviors and increased self-reported ability and intentions to resist peer pressure, regulate emotions, weigh the consequences of a decision, and engage in future planning after completing the program. Although CSE programming for all youth is preferred, findings suggest Love Notes-SRA is feasible, acceptable, and potentially useful for Black youth.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102671"},"PeriodicalIF":2.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Group concept mapping with patients, parents, clinicians, and researchers to understand the perception of engagement and value in a learning network: A mixed methods study 与患者、家长、临床医生和研究人员进行群体概念映射，以了解学习网络中参与和价值的感知：一项混合方法研究

IF 2 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-07-17 DOI: 10.1016/j.evalprogplan.2025.102656

Stephanie G. Bennett , Lisa M. Vaughn , Carolyn R. Smith , Tracy J. Pritchard , Denise K. Gormley , Karen Bankston

{"title":"Group concept mapping with patients, parents, clinicians, and researchers to understand the perception of engagement and value in a learning network: A mixed methods study","authors":"Stephanie G. Bennett , Lisa M. Vaughn , Carolyn R. Smith , Tracy J. Pritchard , Denise K. Gormley , Karen Bankston","doi":"10.1016/j.evalprogplan.2025.102656","DOIUrl":"10.1016/j.evalprogplan.2025.102656","url":null,"abstract":"<div><h3>Purpose</h3><div>The purpose of the study was to explicate the motivations of patients, parents, clinicians, and researchers engaging in a local learning network. Additionally, researchers investigated the perception of value among this group of participants. The goal was to prioritize strategies to address recruitment and engagement issues and then use the results to support program and strategic planning.</div></div><div><h3>Method</h3><div>Group concept mapping methodology, requiring qualitative and quantitative research steps, was used to explore participant’s motivations to engage and investigate their perception of value.</div></div><div><h3>Principal results</h3><div>A seven-cluster group concept map emerged after analyzing ideas generated by participants. However, ladder graphs indicated a divergence in ideas perceived to be important among the groups of participants. Go-zone plots revealed priority focus areas to direct program and strategic planning. The action planning session allowed participants to interpret the maps and graphs and determine how to implement recruitment and engagement strategies. Barriers to implementation were discussed.</div></div><div><h3>Major conclusions</h3><div>Group concept maps and graphs allowed a multi-stakeholder group to collaborate in one study to determine how to improve recruitment and engagement strategies in the local learning network.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102656"},"PeriodicalIF":2.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing evaluation capacity in an early stage equity-focused organization 评估早期以股权为中心的组织的评估能力

IF 1.5 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-06-03 DOI: 10.1016/j.evalprogplan.2025.102618

Rebecca H. Woodland , Vafa Alakbarova , Charlotte F. Elwell

{"title":"Assessing evaluation capacity in an early stage equity-focused organization","authors":"Rebecca H. Woodland , Vafa Alakbarova , Charlotte F. Elwell","doi":"10.1016/j.evalprogplan.2025.102618","DOIUrl":"10.1016/j.evalprogplan.2025.102618","url":null,"abstract":"<div><div>Over an eight-month period, we systematically assessed the evaluation capacity of SJC, a developing agency committed to advancing culturally responsive education through resource provision and professional development. This capacity assessment was undertaken to inform the future design and implementation of a comprehensive program evaluation plan tailored to SJC’s evolving operational and programmatic needs. To carry out this capacity assessment, our team employed a mixed-methods approach that included social network analysis, qualitative interviews, a stakeholder survey, and a review of existing organizational datasets. In this paper, we describe our evaluation methods, findings, and the actions that we recommended that SJC leaders take to strengthen their organization’s capacity for learning, program evaluation, and data-informed decision-making. We reflect on key lessons learned about assessing organizational capacity for learning and evaluation in small, emergent, mission-driven agencies. One important insight was the critical importance of embracing cultural humility when navigating evaluator-stakeholder power dynamics and paradigmatic dissonance—particularly when external evaluators are invited to “diagnose” organizational capacity and prescribe improvement strategies. Prioritizing the values, experiences, and cultural context of SJC, rather than imposing a top-down, expert-driven approach, was essential to ensuring the credibility, utility, and relevance of our findings. Additionally, from a technical perspective, the use of social network analysis proved highly valuable in illuminating SJC’s internal communication patterns and how such structures may enable or constrain organizational learning, evaluation, and project management—core functions essential to advancing SJC’s mission and organizational effectiveness.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102618"},"PeriodicalIF":1.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mobilization of community-based organizations during Covid-19: Perceptions of barriers and needed supports 2019冠状病毒病期间动员社区组织：对障碍和所需支持的认识

IF 2 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-07-25 DOI: 10.1016/j.evalprogplan.2025.102665

Krista R. Mehari , Phillip N. Smith , Angie Im , L. Taylor Stevens , Natalie A. Florez , Vishva Bhatt , Nicolette A. Louissaint

{"title":"Mobilization of community-based organizations during Covid-19: Perceptions of barriers and needed supports","authors":"Krista R. Mehari , Phillip N. Smith , Angie Im , L. Taylor Stevens , Natalie A. Florez , Vishva Bhatt , Nicolette A. Louissaint","doi":"10.1016/j.evalprogplan.2025.102665","DOIUrl":"10.1016/j.evalprogplan.2025.102665","url":null,"abstract":"<div><div>Human ecosystem disruptions such as Covid-19 and natural disasters increase existing health disparities among communities that have been historically underserved by healthcare systems, especially communities of color. Community-based organizations (CBOs) are well-placed to mobilize effective responses to local needs, which may mitigate the impact of human ecosystem disruptions on disparities. The purpose of this study was to explore CBO leaders’ perspectives on responding to community needs during human ecosystem disruptions, with the goal of informing entities that plan to support or partner with CBOs to maximize the effectiveness of disaster responding. Interview respondents were 31 adults with roles in human-serving organizations across two cities in disaster-prone regions and with populations that score highly across several indices for social vulnerability. Barriers that CBOs encountered included bureaucracy and procedural obstacles, lack of awareness of the work and resources of other organizations, and reduced operational capacity due to Covid-19. Strategies to support CBOs included increased funding and enhanced networking with other organizations. To mitigate the disparate impacts of human ecosystem disruptions, public and private funders should increase flexibility in funding to rapidly respond to emerging needs, and community agencies and institutions should proactively collaborate to build cross-agency infrastructure for communication, sharing resources, and referrals.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102665"},"PeriodicalIF":2.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of an online study group on trauma and dissociation for psychotherapists in India 对印度心理治疗师创伤和分离在线研究小组的评估

IF 1.5 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-07-20 DOI: 10.1016/j.evalprogplan.2025.102659

Adithy Adithy , Emma Emily de Wit , Gayitri Bhatt , J.G.F. Bunders-Aelen

{"title":"Evaluation of an online study group on trauma and dissociation for psychotherapists in India","authors":"Adithy Adithy , Emma Emily de Wit , Gayitri Bhatt , J.G.F. Bunders-Aelen","doi":"10.1016/j.evalprogplan.2025.102659","DOIUrl":"10.1016/j.evalprogplan.2025.102659","url":null,"abstract":"<div><h3>Background</h3><div>Mental health professionals (MHP<span><span><sup>1</sup></span></span>s) in India are generally not adequately educated in the treatment of trauma. Educational programs can help to disseminate knowledge and skills about effective treatment for trauma, to ensure mental health care for clients. This study aimed to evaluate the usefulness of an educational program on trauma and dissociation (T&D<span><span><sup>2</sup></span></span>) for psychotherapists in India.</div></div><div><h3>Methods</h3><div>An online study group for psychotherapists was led by a psychotherapist, experienced in trauma. The program included didactic presentations, discussions and case presentations, with topics including definitions and types of T&D, assessments, best practices, models and therapeutic methods. Three questionnaires, 14 semi-structured interviews, and a follow-up FGD, were used to evaluate the program.</div></div><div><h3>Findings</h3><div>The online study group was found to be beneficial for psychotherapists to learn about T&D. Evaluation using participants’ reports revealed that they learned to understand clients’ symptoms and conceptualize treatment with a lens of T&D, and they became more confident in working with clients. These reports also indicated that the clients were benefiting.</div></div><div><h3>Conclusions</h3><div>An online study group for psychotherapists, which also formed a supportive learning community, was effective for learning about T&D for participants from varied backgrounds. Such programs could bridge the knowledge gap about treatment for T&D among MHPs, especially in low- and middle-income countries (LMICs).</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102659"},"PeriodicalIF":1.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Capturing the most significant change after a work-training program for community health workers 在为社区卫生工作者开展工作培训项目后，获得了最显著的变化

IF 2 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-07-23 DOI: 10.1016/j.evalprogplan.2025.102667

Sylvia Hoens , Suzannah D’Hooghe , Octavia Kint , Bert Quintiens , Dorien Brosens , Liesbeth De Donder , An-Sofie Smetcoren

{"title":"Capturing the most significant change after a work-training program for community health workers","authors":"Sylvia Hoens , Suzannah D’Hooghe , Octavia Kint , Bert Quintiens , Dorien Brosens , Liesbeth De Donder , An-Sofie Smetcoren","doi":"10.1016/j.evalprogplan.2025.102667","DOIUrl":"10.1016/j.evalprogplan.2025.102667","url":null,"abstract":"<div><div>This paper examines the changes community health workers experienced after following a nine-month work-training program and the enabling/disabling factors leading to these changes. Using the Most Significant Change technique, stories from community health workers were collected through individual interviews (N = 9), after which other community health works discussed these stories in a focus group (N = 7). Results showed that Most Significant Changes were: increased knowledge, social skills and attitudes, career discovery and facilitated employability, expanded social networks and support systems, and gained social recognition. Mentoring, peer learning and peer support, and experience-based learning were indispensable in realizing those changes. Participants selected stories as significant when they were recognizable, inspirable, or admirable. Finally, our experience suggests that the Most Significant Change technique mostly identifies positive changes, which has the potential to move programs forward. In future evaluation research using the Most Significant Change, we suggest not only a horizontal (with peers) but also vertical story selection process (with coordinators) to have a deeper understanding of different perspectives and their reasoning behind selecting stories.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102667"},"PeriodicalIF":2.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging the divide: Cultivating collaborative leadership in a rural Ghanaian school 弥合鸿沟：在加纳一所农村学校培养合作领导能力

IF 1.5 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-06-16 DOI: 10.1016/j.evalprogplan.2025.102636

Kwame Anokye , Abigail Okyere Darko , Edmund Kude Diderutua , Jemima Boateng , Helina Boansi Apea , Afia Agyeiwaa , Abdul-Jalil Halid , Ivy Betur Naaso , Basil Wepadam Awiah

{"title":"Bridging the divide: Cultivating collaborative leadership in a rural Ghanaian school","authors":"Kwame Anokye , Abigail Okyere Darko , Edmund Kude Diderutua , Jemima Boateng , Helina Boansi Apea , Afia Agyeiwaa , Abdul-Jalil Halid , Ivy Betur Naaso , Basil Wepadam Awiah","doi":"10.1016/j.evalprogplan.2025.102636","DOIUrl":"10.1016/j.evalprogplan.2025.102636","url":null,"abstract":"<div><div>This study examines administration-faculty relationships at Chiana Senior High School (SHS) in Ghana, highlighting challenges in communication, cultural sensitivity, decision-making, and professional development. Using a mixed-methods approach, findings reveal that 75.6 % of faculty feel their concerns are unaddressed while communication channels exist. In absence of cultural sensitivity training, many (73.2 %) suggested that cultural diversity influences decision-making and conflict resolution. Among faculty members, majority (54.9 %) is involved in decision-making, with most (92.7 %) of them without access to adequate resources. The study’s novelty lies in its application of transformational leadership and participatory decision-making theories in a rural Ghanaian context, addressing an underexplored educational landscape. Although limited to one institution, it provides crucial insights for improving administration-faculty collaboration. Recommendations include enhancing communication, fostering participatory decision-making, and expanding cultural sensitivity training to create a more inclusive educational environment.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102636"},"PeriodicalIF":1.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting the implementation of social and emotional learning: County office goals to promote wellbeing in schools 支持社会和情感学习的实施：县办公室的目标是促进学校的福祉

IF 1.5 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-06-04 DOI: 10.1016/j.evalprogplan.2025.102621

Ashley N. Metzger, Alejandro Nuñez, CalHOPE Research Committee, Valerie B. Shapiro

{"title":"Supporting the implementation of social and emotional learning: County office goals to promote wellbeing in schools","authors":"Ashley N. Metzger, Alejandro Nuñez, CalHOPE Research Committee, Valerie B. Shapiro","doi":"10.1016/j.evalprogplan.2025.102621","DOIUrl":"10.1016/j.evalprogplan.2025.102621","url":null,"abstract":"<div><div>CalHOPE Student Support was enacted as an emergency response to the COVID-19 pandemic and racial reckoning of 2020. In an attempt to minimize trauma, center equity, and build the resilience of California's young people, CalHOPE offers statewide funding and support to County Offices of Education (COEs), such that COEs can provide implementation support to augment the delivery of systemic Social and Emotional Learning (SEL) in their regions. Each participating COE reported their implementation support goal(s) for the project. The text provided was coded to determine which <em>domains</em> of Systemic SEL (i.e., building foundational support, strengthening adult SEL, promoting student SEL, and building continuous improvement processes) and implementation support <em>strategies</em> (i.e., tools, training, technical assistance, and quality improvement/quality assurance) were represented. Results indicate that COEs were most likely to reference the systemic domains of <em>building foundational support</em> and <em>strengthening adult SEL</em> in their implementation support goals. COEs were most likely to reference the implementation support strategies of <em>tools</em> and <em>technical assistance</em> in these same goals. These results describe the naturally occurring variation among COEs in the focus and strategies of implementation support envisioned to improve the delivery of SEL throughout California.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102621"},"PeriodicalIF":1.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of pre-service education and school climate on teacher identity: Evidence from a developing country 职前教育和学校氛围对教师认同的作用：来自发展中国家的证据

IF 1.5 4区社会学

Evaluation and Program Planning Pub Date : 2025-10-01 Epub Date: 2025-07-14 DOI: 10.1016/j.evalprogplan.2025.102649

Fadile Aydın , Mecit Aslan

{"title":"The role of pre-service education and school climate on teacher identity: Evidence from a developing country","authors":"Fadile Aydın , Mecit Aslan","doi":"10.1016/j.evalprogplan.2025.102649","DOIUrl":"10.1016/j.evalprogplan.2025.102649","url":null,"abstract":"<div><div>Teacher identity is shaped through an ongoing, dynamic process that integrates personal and professional dimensions over time and within specific contexts. In this context, teacher education and school climate can be regarded as two key factors influencing the development of teacher identity. This study aimed to investigate the effects of pre-service education and school climate on the formation of teacher identity. Data were collected from 875 teachers working in Türkiye, a developing country. The research employed three measurement tools: the Teacher Identity Scale, the Teacher Perceptions Scale for Competency of Pre-Service Education and the School Climate Scale. Structural equation modeling (SEM) and Pearson product-moment correlation coefficient (PPMCC) analyses were conducted to examine the data. The findings revealed that both pre-service education and school climate play a significant role in shaping teacher identity and are meaningful predictors of it. Additionally, a moderate and positive correlation was found between teachers’ perceptions of pre-service education, school climate and their sense of teacher identity.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"112 ","pages":"Article 102649"},"PeriodicalIF":1.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0