The perspective of school leaders on the implementation of evidence-based practices: A mixed methods study

Stephanie A Moore; Aksheya Sridhar; Isabella Taormina; Manasi Rajadhyaksha; Gazi Azad

doi:10.1177/26334895231220279

The perspective of school leaders on the implementation of evidence-based practices: A mixed methods study

Implement Res Pract. 2024 Jan 8:5:26334895231220279. doi: 10.1177/26334895231220279. eCollection 2024 Jan-Dec.

Authors

Stephanie A Moore¹, Aksheya Sridhar², Isabella Taormina³, Manasi Rajadhyaksha¹, Gazi Azad^{3

4}

Affiliations

¹ School of Education, University of California Riverside, Riverside, CA, USA.
² Psychology Department, Michigan State University, East Lansing, MI, USA.
³ Division of Child and Adolescent Psychiatry, New York State Psychiatric Institute and Columbia University Vagelos College of Physician and Surgeons, New York, NY, USA.
⁴ Center for Autism and the Developing Brain, Weill Cornell Medicine, New York, NY, USA.

Abstract

Background: School leaders play an integral role in the use of implementation strategies, which in turn support special education teachers in the implementation of evidence-based practices (EBPs). In this convergent mixed methods study, we explored school leaders' perceptions of the facilitators and barriers to EBP implementation, particularly for students receiving special education, as well as the importance and feasibility of 15 implementation strategies.

Method: School leaders (N = 22, principals, assistant principals, school psychologists, etc.) participated in a semistructured interview that included three parts-qualitative questions, quantitative ratings of strategies' importance and feasibility, and discussion of the top three implementation strategies. Data strands were analyzed independently and then integrated to generate meta-inferences.

Results: The qualitative data identified facilitators such as access to resources about the intervention (e.g., professional development) and collaboration and teamwork, while barriers centered on lack of school supports, culture/climate, and organizational factors (e.g., lack of communication). The quantitative data indicated that the implementation strategy provide ongoing consultation/coaching was rated as important and feasible. Monitor the progress of the implementation effort was rated as important but less feasible, while conduct educational meetings and change the environment were rated as feasible, but less important. Build partnerships to support implementation was rated as less important and feasible. There was convergence and divergence in mixed methods findings.

Conclusion: This study underscores the critical need to increase school leaders' knowledge and skills related to implementation science to better leverage implementation strategies that address the confluence of relevant implementation determinants.

Keywords: implementation strategy; leaders; mixed methods; school.

Plain language summary

School leaders, such as principals, assistant principals, and school psychologists, are responsible for supporting special education teachers in doing interventions (e.g., through teacher training). In this study, we interviewed 22 school leaders to understand what factors support or hinder teachers in doing interventions, especially for students receiving special education. We also provided school leaders with a list of 15 strategies that may be used to support teachers, to determine which strategies school leaders think are the most important and feasible in schools. Our results indicated that it is important to train school leaders on how to move research into practice settings, such as schools. It is equally important for researchers and policymakers to understand the priorities of school leaders.