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Measuring and predicting teachers' commitment to implementing evidence-based programs
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AI
DOI：10.1016/j.ecresq.2023.04.009.png)
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摘要
En 中文
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 prac-tice. Shortcomings in this area of scholarship stem from research gaps regarding: (1) how to operationalize teach-ers' 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 teach-ers' 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.
Keyword:
Teacher motivation
Program implementation
Professional development
Implementation science
Teacher improvement
Teacher attitudes