Investigating a Five-Factor Definition of Readiness to Implement in K-12 Teachers

• In Event: Roundtable Session 21
  In Roundtable Session: Teachers and Educational Change: Readiness, Efficacy, and Instructional Practice

Abstract

Readiness to implement evidence-based programs is increasingly recognized as a facilitator of successful implementation. In this paper, a 5-factor definition of readiness to implement in K-12 teachers is proposed. This definition was investigated through the use of an online survey issued to N=188 practicing K-12 teachers who have recent implementation experience. Reliability analyses conducted on preliminary data seem to support the 5-factor definition of the construct of readiness. The relation between teachers’ assessed levels of readiness and their global perceptions of their own readiness to implement and implementation quality will also be investigated in the full data set. This work builds upon current readiness measures by offering a general readiness assessment specifically designed for use with K-12 teachers.

Authors

• Cara Marcinek Bliss, University of Pittsburgh

• Jennifer Kutzner, University of Pittsburgh

• Shannon Beth Wanless, University of Pittsburgh