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School Mental Health

, Volume 11, Issue 3, pp 379–399 | Cite as

Understanding the Organizational Implementation Context of Schools: A Qualitative Study of School District Administrators, Principals, and Teachers

  • Jill LockeEmail author
  • Kristine Lee
  • Clayton R. Cook
  • Lindsay Frederick
  • Cheryl Vázquez-Colón
  • Mark G. Ehrhart
  • Gregory A. Aarons
  • Chayna Davis
  • Aaron R. Lyon
Original Paper

Abstract

Key features of the school environment can have a significant impact on teachers’ effective use of evidence-based practices (EBP), yet implementation-specific organizational constructs have rarely been studied in the education sector. This study examined three aspects of the organizational implementation context (implementation leadership, climate, and citizenship behavior), which have been conceptualized and validated in other service settings. Focus groups with central office administrators, principals, and teachers were conducted to understand the applicability and conceptual boundaries of these organizational constructs in schools. Focus group transcripts were coded, and the results indicated both similarities and differences in their conceptualizations of implementation leadership, climate, and citizenship behavior in school. The data indicated that: (1) implementation leadership was largely present in schools with the addition of Distributed Leadership; (2) two implementation climate constructs were most clearly present (i.e., Focus on EBP and Educational Support for EBP) and two additional constructs (i.e., Existing Support to Deliver EBP and Prioritization of EBP) emerged as part of this construct; and (3) implementation citizenship behavior (Helping Others and Keeping Informed) was consistently acknowledged across schools and two new components emerged (i.e., Information Sharing and Observation/Feedback). Recommendations to researchers and community stakeholders are discussed.

Keywords

Schools Implementation Evidence-based practices Leadership Climate Citizenship behavior 

Notes

Funding

This study was funded by R305A160114 (third and last author) awarded by the Institute of Education Sciences as well as K01MH100199 (first author) awarded from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or Institute of Education Sciences.

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of WashingtonSeattleUSA
  2. 2.University of MinnesotaMinneapolisUSA
  3. 3.Univeristy of Central FloridaOrlandoUSA
  4. 4.University of CaliforniaSan DiegoUSA

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