Motivation to Implement School Behavioral Threat Assessment in Texas: A Structural Equational Model Approach

• In Event: Poster Session 2

Abstract

Due to ongoing incidents of violence in schools, Texas legislation mandates the establishment of School Behavioral Theat Assessment (SBTA) Teams at all school districts. SBTA is an evidence-based program which aims to identify, intervene, and redirect students who are on the pathway to violence. While all SBTA teams are required to attend SBTA training, this does not guarantee implementation of SBTA processes. To investigate post-training SBTA implementation, a survey was conducted and analyzed using a structural equation model based on a theory of organizational culture that motivates education professionals to adopt new processes. The model proposes basic psychological needs and emotional experiences predict motivation, which in turn predicts SBTA implementation. The study compared leadership roles (e.g., superintendents, principals) with practitioners (e.g., teachers, nurses) to explore whether basic psychological needs and emotional experiences impact motivation and subsequent SBTA implementation differently, and to gain insight on enhancing implementation across both groups. Results indicated positive motivation (e.g., identified, intrinsic) consistently predicted SBTA implementation. Amotivation affected implementation among practitioners but not leadership. Additionally, basic psychological needs and emotional experiences influenced motivation in leaders but not in practitioners. These findings suggest different strategies are needed to enhance SBTA implementation for practitioners and leadership.

Authors

• Julia Hopkins, Texas School Safety Center

• Marciela May, Texas School Safety Center

• Stephen C. Scogin, Texas School Safety Center

• Alison Jarzombek-Torralva, Texas School Safety Center

• Valerie Barnes, Texas School Safety Center