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

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)
JournalLeadership and Policy in Schools
DOIs
StateAccepted/In press - 2021

Bibliographical note

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

Fingerprint

Dive into the research topics of 'A Cross-Sectional Survey of School Administrators’ Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers'. Together they form a unique fingerprint.

Cite this