Skip to main content
SpringerLink
Log in

High School Teachers’ Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate

  • Original Paper
  • Published:
School Mental Health Aims and scope Submit manuscript

Abstract

Although evidence-based practices for students’ social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers’ openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers’ openness to new practices. Data came from 2133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers’ openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers’ openness to new program adoption are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Aarons, G. A. (2004). Mental health provider attitudes toward adoption of evidence-based practice: The Evidence-Based Practice Attitude Scale (EBPAS). Mental Health Services Research, 6(2), 61–74. doi:10.1023/b:mhsr.0000024351.12294.65.

    Article  PubMed  PubMed Central  Google Scholar 

  • Aarons, G. A. (2005). Measuring provider attitudes toward evidence-based practice: Consideration of organizational context and individual differences. Child and Adolescent Psychiatric Clinics of North America, 14(2), 255–271. doi:10.1016/j.chc.2004.04.008.

    Article  PubMed  PubMed Central  Google Scholar 

  • Aarons, G. A., Farahnak, L. R., & Ehrhart, M. G. (2014). Leadership and strategic organizational climate to support evidence-based practice implementation. In R. S. Beidas & P. C. Kendall (Eds.), Dissemination and implementation of evidence-based practices in child and adolescent mental health (pp. 82–97). New York: Guildford Press.

    Google Scholar 

  • Aarons, G. A., & Sawitzky, A. C. (2006). Organizational culture and climate and mental health provider attitudes toward evidence-based practice. Psychological Services, 3(1), 61–72. doi:10.1037/1541-1559.3.1.61.

    Article  PubMed  PubMed Central  Google Scholar 

  • Adelman, H. S., & Taylor, L. (1997). Toward a scale-up model for replicating new approaches to schooling. Journal of Educational and Psychological Consultation, 8(2), 197–230. doi:10.1207/s1532768xjepc0802_6.

    Article  Google Scholar 

  • Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 17(2), 86–95. doi:10.1177/088840649401700203.

    Article  Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037/0033-295x.84.2.191.

    Article  PubMed  Google Scholar 

  • Beets, M. W., Flay, B. R., Vuchinich, S., Acock, A. C., Li, K.-K., & Allred, C. (2008). School climate and teachers’ beliefs and attitudes associated with implementation of the positive action program: A diffusion of innovations model. Prevention Science, 9(4), 264–275. doi:10.1007/s11121-008-0100-2.

    Article  PubMed  Google Scholar 

  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. doi:10.1037/0033-2909.88.3.588.

    Article  Google Scholar 

  • Bibou-Nakou, I., Stogiannidou, A., & Kiosseoglou, G. (1999). The relation between teacher burnout and teachers’ attributions and practices regarding school behaviour problems. School Psychology International, 20(2), 209–217. doi:10.1177/0143034399020002004.

    Article  Google Scholar 

  • Bishop, Y. M., Fienberg, S. E., & Holland, P. W. (1975). Discrete multivariate analysis: Theory and practice. Cambridge, MA: MIT Press.

    Google Scholar 

  • Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.

    Book  Google Scholar 

  • Bradshaw, C. P., Debnam, K. J., Lindstrom Johnson, S., Pas, E. T., Hershfeldt, P., Alexander, A., et al. (2014a). Maryland’s evolving system of social, emotional, and behavioral interventions in public schools: The Maryland Safe and Supportive Schools Project. Adolescent Psychiatry, 4(3), 194–206. doi:10.2174/221067660403140912163120.

    Article  Google Scholar 

  • Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion, 5(3), 177–193. doi:10.1080/1754730x.2012.707429.

    Article  Google Scholar 

  • Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., & Lindstrom Johnson, S. (2014b). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 84(9), 593–604. doi:10.1111/josh.12186.

    Article  PubMed  Google Scholar 

  • Brimhall, K. C., Fenwick, K., Farahnak, L., Hurlburt, M., Roesch, S., & Aarons, G. A. (2015). Leadership, organizational climate, and perceived burden of evidence-based practice in mental health services. Administration and Policy in Mental Health and Mental Health Services Research,. doi:10.1007/s10488-015-0670-9.

    Google Scholar 

  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. doi:10.1016/S0742-051X(99)00057-8.

    Article  Google Scholar 

  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. doi:10.1080/10705510701301834.

    Article  Google Scholar 

  • Chwalisz, K., Altmaier, E. M., & Russell, D. W. (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psychology, 11(4), 377–400. doi:10.1521/jscp.1992.11.4.377.

    Article  Google Scholar 

  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. doi:10.1037/a0029356.

    Article  Google Scholar 

  • DeForest, P. A., & Hughes, J. N. (1992). Effect of teacher involvement and teacher self-efficacy on ratings of consultant effectiveness and intervention acceptability. Journal of Educational and Psychological Consultation, 3(4), 301–316. doi:10.1207/s1532768xjepc0304_2.

    Article  Google Scholar 

  • Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. doi:10.1037/0021-9010.86.3.499.

    Article  PubMed  Google Scholar 

  • Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., et al. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1(3), 6–28. doi:10.1080/1754730x.2008.9715730.

    Article  PubMed  PubMed Central  Google Scholar 

  • Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11(2), 193–221. doi:10.1207/s1532768xjepc1102_04.

    Article  Google Scholar 

  • Domitrovich, C. E., Pas, E. T., Bradshaw, C. P., Becker, K. D., Keperling, J. P., Embry, D. D., et al. (2015). Individual and organizational school factors that influence implementation of the PAX Good Behavior Game intervention. Prevention Science,. doi:10.1007/s11121-015-0557-8.

    Google Scholar 

  • Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32(3), 303–319.

    Google Scholar 

  • Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227–243. doi:10.1348/000709902158865.

    Article  PubMed  Google Scholar 

  • Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. The Journal of Educational Research, 86(1), 28–35. doi:10.2307/27540510.

    Article  Google Scholar 

  • Fuller, B., Wood, K., Rapoport, T., & Dornbusch, S. M. (1982). The organizational context of individual efficacy. Review of Educational Research, 52(1), 7–30. doi:10.3102/00346543052001007.

    Article  Google Scholar 

  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. doi:10.1037/0022-0663.76.4.569.

    Article  Google Scholar 

  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507. doi:10.3102/00028312037002479.

    Article  Google Scholar 

  • Goldring, R., Gray, L., & Bitterman, A. (2013). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011–12 schools and staffing survey. (NCES 2013-314). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.

  • Gottfredson, D. C., & Gottfredson, G. D. (2002). Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime and Delinquency, 39(1), 3–35. doi:10.1177/002242780203900101.

    Article  Google Scholar 

  • Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44. doi:10.1177/0013161x96032001002.

    Article  Google Scholar 

  • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679. doi:10.1007/s10802-005-7646-2.

    Article  PubMed  Google Scholar 

  • Hoy, W. K., & Fedman, J. A. (1987). Organizational health: The concept and its measure. Journal of Research and Development in Education, 20(4), 30–37.

    Google Scholar 

  • Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290–311. doi:10.1177/0013161x97033003003.

    Article  Google Scholar 

  • Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355–372. doi:10.2307/1002017.

    Article  Google Scholar 

  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi:10.1080/10705519909540118.

    Article  Google Scholar 

  • Huberman, M. (1993). Burnout in teaching careers. European Education, 25(3), 47–69. doi:10.2753/eue1056-4934250347.

    Article  Google Scholar 

  • Hultell, D., Melin, B., & Gustavsson, J. P. (2013). Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person-based approach. Teaching and Teacher Education, 32, 75–86. doi:10.1016/j.tate.2013.01.007.

    Article  Google Scholar 

  • Kam, C.-M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4(1), 55–63. doi:10.1023/a:1021786811186.

    Article  PubMed  Google Scholar 

  • Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129. doi:10.1016/j.cedpsych.2011.01.002.

    Article  Google Scholar 

  • Landrum, T. J., Cook, B. G., Tankersley, M., & Fitzgerald, S. (2002). Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources. Remedial and Special Education, 23(1), 42–48. doi:10.1177/074193250202300106.

    Article  Google Scholar 

  • Leiter, M. P. (1992). Burn-out as a crisis in self-efficacy: Conceptual and practical implications. Work and Stress, 6(2), 107–115. doi:10.1080/02678379208260345.

    Article  Google Scholar 

  • Littrell, P. C., Billingsley, B. S., & Cross, L. H. (1994). The effects of principal support on special and general educators’ stress, job satisfaction, school commitment, health, and intent to stay in teaching. Remedial and Special Education, 15(5), 297–310. doi:10.1177/074193259401500505.

    Article  Google Scholar 

  • Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. doi:10.1002/job.4030020205.

    Article  Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press Inc.

    Google Scholar 

  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. doi:10.1146/annurev.psych.52.1.397.

    Article  PubMed  Google Scholar 

  • Meredith, W. (1993). Measurement invariance, factor analysis and factorial invariance. Psychometrika, 58(4), 525–543. doi:10.1007/bf02294825.

    Article  Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (1998–2014). Mplus user’s guide (Vol. 7). Los Angeles, CA: Muthén & Muthén.

  • Pas, E. T., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50(1), 129–145. doi:10.1016/j.jsp.2011.07.003.

    Article  PubMed  Google Scholar 

  • Pas, E. T., Bradshaw, C. P., Hershfeldt, P. A., & Leaf, P. J. (2010). A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly, 25(1), 13–27. doi:10.1037/a0018576.

    Article  Google Scholar 

  • Payne, A. A., Gottfredson, D. C., & Gottfredson, G. D. (2006). School predictors of the intensity of implementation of school-based prevention programs: Results from a national study. Prevention Science, 7(2), 225–237. doi:10.1007/s11121-006-0029-2.

    Article  PubMed  Google Scholar 

  • Purvanova, R. K., & Muros, J. P. (2010). Gender differences in burnout: A meta-analysis. Journal of Vocational Behavior, 77(2), 168–185. doi:10.1016/j.jvb.2010.04.006.

    Article  Google Scholar 

  • Rhodes, J. E., Camic, P. M., Milburn, M., & Lowe, S. R. (2009). Improving middle school climate through teacher-centered change. Journal of Community Psychology, 37(6), 711–724. doi:10.1002/jcop.20326.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066x.55.1.68.

    Article  PubMed  Google Scholar 

  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. doi:10.1016/j.tate.2009.11.001.

    Article  Google Scholar 

  • Spoth, R., Rohrbach, L., Greenberg, M., Leaf, P., Brown, C. H., Fagan, A., et al. (2013). Addressing core challenges for the next generation of type 2 translation research and systems: The translation science to population impact (TSci Impact) framework. Prevention Science, 14(4), 319–351. doi:10.1007/s11121-012-0362-6.

    Article  PubMed  PubMed Central  Google Scholar 

Download references

Acknowledgments

This work was funded in part by grants from the William T. Grant Foundation, US Department of Education, and the Institute of Education Sciences (R305A130701) awarded to Catherine Bradshaw, and the National Institute of Mental Health (T32 MH019545-23) awarded to Philip Leaf.

Author information

Authors and Affiliations

  1. Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, 415 N. Washington St, 5th Floor, Baltimore, MD, 21231, USA

    Stacy R. Johnson, Elise T. Pas, Katrina J. Debnam & Catherine P. Bradshaw

  2. Johns Hopkins University, Baltimore, USA

    Deanna Loh

  3. Department of Human Services, Curry School of Education, University of Virginia, Charlottesville, USA

    Catherine P. Bradshaw

Authors
  1. Stacy R. Johnson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Elise T. Pas
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Deanna Loh
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Katrina J. Debnam
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Catherine P. Bradshaw
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Stacy R. Johnson.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

The analysis of the non-identifiable data was approved by the researchers’ institutional review board.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Johnson, S.R., Pas, E.T., Loh, D. et al. High School Teachers’ Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate. School Mental Health 9, 16–27 (2017). https://doi.org/10.1007/s12310-016-9201-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12310-016-9201-4

Keywords

Search

Navigation