School Climate and Teachers' Beliefs and Attitudes Associated with Implementation of the Positive Action Program: A Diffusion of Innovations Model
School Climate and Teachers' Beliefs and Attitudes Associated with Implementation of the Positive Action Program: A Diffusion of Innovations Model
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DOI：
10.1007/s11121-008-0100-2
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发表时间：
2008-12-01
影响因子：
3.5
通讯作者：
Allred, Carol
中科院分区：
文献类型：
--
作者：
Beets, Michael W.;Flay, Brian R.;Allred, Carol
教师和学校层面的因素影响的忠实执行校本预防和社会性格和发展（SACD）计划。使用扩散的创新框架，教师的信念和态度之间的关系，对预防/SACD计划和学校的行政支持和学校连通性的看法，学校的气候特征的影响，被指定在两个横截面调解模型的程序执行。实施被定义为项目课程的数量（例如，授课），以及在课堂上使用特定于课程的材料（例如，ICU盒子和笔记）以及与全校活动有关的（例如，参加集会）。来自10所小学的教师完成了多年试验的第2年（N=171）和第3年（N=191）的年终过程评估报告。课堂和全校范围内的材料使用量均与所提供的课程数量有利相关，而课程数量与教师对该计划的态度相关，而教师对该计划的态度又与教师对SACD的信念相关。这些，反过来，与教师的学校气氛的看法。学校气氛的看法是间接相关的课堂材料的使用，间接和直接相关的使用全校性的活动。项目开发人员需要考虑支持性环境对项目实施的重要性，并尝试将成功的学校领导和教师合作模式纳入其中，以促进凝聚力，共同愿景和支持的氛围。
Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N=171) and 3 (N=191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.