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首页> 外文期刊>School Mental Health >Understanding the Organizational Implementation Context of Schools: A Qualitative Study of School District Administrators, Principals, and Teachers
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Understanding the Organizational Implementation Context of Schools: A Qualitative Study of School District Administrators, Principals, and Teachers

机译：了解学校的组织实施背景：学区管理员，校长和教师的定性研究

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摘要

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.
机译：学校环境的主要特征可以对教师有效利用循证实践（EBP）产生重大影响，但在教育部门已经很少研究了特定的组织结构。本研究审查了组织实施背景（实施领导，气候和公民身份）的三个方面，这些方面已经概念化和验证了其他服务环境。焦点小组进行了中央办公室管理人员，校长和教师，以了解这些组织结构在学校的适用性和概念界限。焦点组成绩单进行了编码，结果表明了学校实施领导，气候和公民行为的概念化的相似之处和差异。数据表明：（1）实施领导基本上在学校增加了分布式领导; （2）两次实施气候结构最明显存在（即，关注EBP和EBP的教育支持）和另外两种建筑（即，现有支持EBP提供EBP和EBP的优先级）; （3）实施公民行为（帮助他人和持续通知）在学校始终承认，并出现了两个新组成部分（即信息共享和观察/反馈）。讨论了研究人员和社区利益相关者的建议。

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