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Lean on me : Why and when prevention support systems strengthen implementation among South African teachers

Author:
Motamedi, Mojdeh
Published:
[University Park, Pennsylvania] : Pennsylvania State University, 2018.
Physical Description:
1 electronic document
Additional Creators:
Caldwell, Linda L.
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Restrictions on Access:
Open Access.
Summary:
This study examined how different support systems can foster better teacher implementation of HealthWise, an evidence-based program (EBP) intended to prevent high school youths risky behaviors in low-resourced South African communities. The purpose of this study was to understand how HealthWise fidelity, dose, student interest, and adaption were affected by the following support systems: teacher consultation, an enhanced school environment, and outside specialists programs. Challenges with providing additional training and overall engagement were also examined. Seventy-four 9th grade teachers from 47 different schools participated. Results suggest consultation improves teachers implementation through increasing how important HealthWise was to teachers (marginally and only for lower risk schools). Alternatively, the outside specialists programs effect on improved teacher implementation was mediated by increasing teachers perceptions of their schools support for HealthWise. Enhancing the school environment with displays of HealthWise themed posters/maps seemed to be insufficient to significantly impact teachers implementation. Based on moderation results, less well-educated teachers implemented better when they received support through consultation or outside specialists programs, whereas higher educated teachers may have been resistant to these supports. Across all support systems, implementation was moderated by school risk such that all the support systems facilitated better HealthWise fidelity/dose in lower risk schools. Higher risk schools may benefit from consultation support to adapt a program to their unique, challenging needs or outside specialists to garner student interest. Overall, support systems can help foster better EBP implementation but contextual factors should be considered to match teachers/schools to the support that may best suit them.
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Dissertation Note:
Ph.D. Pennsylvania State University 2018.
Reproduction Note:
Microfilm (positive). 1 reel ; 35 mm. (University Microfilms 28929505)
Technical Details:
The full text of the dissertation is available as an Adobe Acrobat .pdf file ; Adobe Acrobat Reader required to view the file.
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