A Meta-analysis: School Administrators’ and Teachers’ Views on The Level of Administrators' Instructional Leadership Behaviours

Konan, Necdet; BAKIR>, Aslı AĞIROĞLU

doi:10.25233/ijlel.1186444

Cited by 1 publication

(1 citation statement)

References 32 publications

(41 reference statements)

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“…A similar approach has been used for construct validation of novel phenomena, such as social workers’ perceptions of high-risk youth ( Okamoto, 2001 ) and culturally specific drug-related problem situations ( Okamoto et al, 2010 ). A body of research has indicated that school administrators and teachers perceive educational constructs differently, including instructional leadership ( Konan & Agiroglu, 2022 ) and school climate ( Veletic et al, 2023 ). These differences emerge from distinct differences in their job roles and responsibilities.…”

Section: Methodsmentioning

confidence: 99%

Examining implementation determinants of a culturally grounded, school-based prevention curriculum in rural Hawai‘i: A test development and validation study

Okamoto,

Okamura,

Marshall

et al. 2024

Implementation Research and Practice

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Background: This study examined the implementation determinants of a culturally grounded, school-based drug prevention curriculum in rural Hawai‘i. Test development and validation procedures were used to examine the impact of implementation barriers and facilitators of the curriculum in public or charter middle/intermediate schools on Hawai‘i Island. Method A five-phase, mixed-methods approach toward test development and validation was used. These phases included item generation (Phase 1), item refinement and selection (Phase 2), item reduction (Phase 3), reliability testing (Phase 4), and validity testing (Phase 5). Educational administrators, teachers, and staff employed by the Hawai‘i State Department of Education (HIDOE) participated in the study. Results Phases 1 and 2 yielded 50 implementation barriers and 27 implementation facilitators that were evaluated by 204 HIDOE administrators, teachers, and staff. Factor analysis of the barrier items indicated a four-factor solution: (1) Innovation Barriers, (2) HIDOE State-Level Barriers, (3) Teacher-Level Barriers, and (4) Administrator-Level Barriers. Mean comparisons indicated that several barrier and facilitator items differentiated teachers from administrators in the sample. Conclusions This study contributes to the implementation measurement literature, specifically in the areas of mental health and substance use. It also highlights the importance of addressing multiple contextual levels in the implementation of culturally focused prevention interventions. Plain Language Summary Title Examining Implementation Barriers and Facilitators for School-Based Prevention in Hawai‘i. Plain Language Summary Compared with other major ethnic groups, Native Hawaiian and Pacific Islander (NHPI) youth have substantially higher rates of substance use and higher adverse mental and physical health effects related to their use. Despite these disparities, educational and community-based practitioners have long struggled with implementing and sustaining promising substance use interventions for NHPI youth. This study contributes to our understanding of measuring implementation barriers and facilitators for substance use prevention for NHPI youth in rural school settings. It contributes to the field of health disparities and health equity promotion, by addressing calls for research to understand factors affecting successful implementation of prevention programs. This is critical toward achieving health equity for underrepresented and vulnerable populations, such as NHPI and rural youth.

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