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Administration and Policy in Mental Health and Mental Health Services Research

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26.10.2017 | Original Article

Promoting Teachers’ Implementation of Classroom-Based Prevention Programming Through Coaching: The Mediating Role of the Coach–Teacher Relationship

verfasst von: Stacy R. Johnson, Elise T. Pas, Catherine P. Bradshaw, Nicholas S. Ialongo

Erschienen in: Administration and Policy in Mental Health and Mental Health Services Research | Ausgabe 3/2018

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Abstract

There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a mediating pathway through working relationship. Mediation analyses of 138 teachers revealed direct effects of modeling and working relationship on implementation dosage, whereas needs assessment was associated with greater dosage indirectly, by higher ratings of the working relationship. Understanding how coaching activities promote implementation fidelity elements has implications for improving program effectiveness.

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Titel: Promoting Teachers’ Implementation of Classroom-Based Prevention Programming Through Coaching: The Mediating Role of the Coach–Teacher Relationship
verfasst von: Stacy R. Johnson
Elise T. Pas
Catherine P. Bradshaw
Nicholas S. Ialongo
Publikationsdatum: 26.10.2017
Verlag: Springer US
Erschienen in: Administration and Policy in Mental Health and Mental Health Services Research / Ausgabe 3/2018
Print ISSN: 0894-587X
Elektronische ISSN: 1573-3289
DOI: https://doi.org/10.1007/s10488-017-0832-z

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