A Cross-Sectional Survey of School Administrators’ Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers

Sydney Pauling, Clay Cook, Katie Pekel, Madeline Larson, Yanchen Zhang

    Research output: Contribution to journalArticlepeer-review

    1 Scopus citations

    Abstract

    Leadership is integral for successful implementation of evidence-based programs and practices (EBPPs) in schools. However, as research is limited regarding school administrators’ training, knowledge, and perceived barriers related to EBPP implementation, a survey was conducted to examine these areas. The majority of respondents reported (a) limited to no pre-service training in EBPP implementation, (b) insufficient in-service training on implementation topics, and (c) lack of knowledge and competency on core implementation concepts. Moreover, respondents identified numerous implementation barriers. Implications for school administrators’ pre- and in-service training, as well as limitations and future directions, are discussed.

    Original languageEnglish (US)
    Pages (from-to)676-694
    Number of pages19
    JournalLeadership and Policy in Schools
    Volume22
    Issue number3
    DOIs
    StatePublished - 2023

    Bibliographical note

    Publisher Copyright:
    © 2021 Taylor & Francis Group, LLC.

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