High School Teachers' Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate

Autor/inn/en	Johnson, Stacy R.; Pas, Elise T.; Loh, Deanna; Debnam, Katrina J.; Bradshaw, Catherine P.
Titel	High School Teachers' Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate
Quelle	In: School Mental Health, 9 (2017) 1, S.16-27 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-016-9201-4
Schlagwörter	High School Teachers; Evidence Based Practice; Program Implementation; Principals; Teacher Effectiveness; Teacher Burnout; Teacher Attitudes; Organizational Climate; Correlation; Teacher Administrator Relationship; Structural Equation Models; Health Promotion; Social Development; Emotional Development; Educational Practices; Mental Health Programs + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrerverhalten; Organisationsklima; Korrelation; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Soziale Entwicklung; Gefühlsbildung; Bildungspraxis
Abstract	Although evidence-based practices for students' social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers' openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers' openness to new practices. Data came from 2133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers' openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers' openness to new program adoption are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01