Initiative Description: The present study examined how teachers’ psychological experiences of burnout and efficacy, as well as perceptions of curriculum supports (e.g., coaching), were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social-emotional curriculum.
Study Results: Teacher burnout was negatively associated and efficacy was positively associated with implementation dosage. Teachers who perceived their school administration as more supportive reported higher implementation quality, and positive perceptions of training and coaching were associated with higher levels of implementation dosage and quality. Teachers who reported the highest levels of burnout and the most negative perceptions of curriculum supports reported the lowest levels of implementation dosage and quality.
Reference: Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review,38(4), 510-532
Level of Evidence: Good