Little is known about factors that predict or affect differences in teachers' and schools' implementation of school-based intervention or prevention programs. The main purpose of the present project was to study this important issue in a sample of 37 schools and 89 teachers who provided data at 2 points in time, separated by 6 months. All of the teachers used, to varying degrees, the Olweus Bullying Prevention Program, which has been shown to reduce substantially bully/victim problems in school. Two measures of implementation were constructed, the (CIM) and (with bullied/bullying students and/or their parents; IC). Generally, substantial amounts of variance in implementation could be predicted in multilevel models. In the 2 within-school models, 5 teacher-level factors predicted 53% (CIM) and 34% (IC) of the variance, respectively. Two of the predictors, and (in own class), were common to both models. At the school level, only CIM showed systematic between-school variance; in the between-school model, 3 school-level predictors accounted for 50% of the variance. The school climate measures and were both important predictors. In summary, the meaningful results from our study indicate that teachers were the key agents of change with regard to adoption and implementation of the Olweus Bullying Prevention Program in school. Generally, we think our study has shed light on several factors of importance and has contributed to a better understanding of the process of program implementation. The empirical results have also suggested ways in which implementation of the program can be improved, and several of these amendments have already been incorporated in the program and its dissemination ( ).
Predicting Teachers' and Schools' Implementation of the Olweus Bullying Prevention Program
Abstract
Little is known about factors that predict or affect differences in teachers' and schools' implementation of school-based intervention or prevention programs. The main purpose of the present project was to study this important issue in a sample of 37 schools and 89 teachers who provided data at 2 points in time, separated by 6 months. All of the teachers used, to varying degrees, the Olweus Bullying Prevention Program, which has been shown to reduce substantially bully/victim problems in school. Two measures of implementation were constructed, the (CIM) and (with bullied/bullying students and/or their parents; IC). Generally, substantial amounts of variance in implementation could be predicted in multilevel models. In the 2 within-school models, 5 teacher-level factors predicted 53% (CIM) and 34% (IC) of the variance, respectively. Two of the predictors, and (in own class), were common to both models. At the school level, only CIM showed systematic between-school variance; in the between-school model, 3 school-level predictors accounted for 50% of the variance. The school climate measures and were both important predictors. In summary, the meaningful results from our study indicate that teachers were the key agents of change with regard to adoption and implementation of the Olweus Bullying Prevention Program in school. Generally, we think our study has shed light on several factors of importance and has contributed to a better understanding of the process of program implementation. The empirical results have also suggested ways in which implementation of the program can be improved, and several of these amendments have already been incorporated in the program and its dissemination ( ).Preview Only. This article cannot be rented because we do not currently have permission from the publisher.
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Predicting Teachers' and Schools' Implementation of the Olweus Bullying Prevention Program
Kallestad, Jan Helge; Olweus, Dan
Follow Prevention & Treatment
, Volume 6 (1)
PsycARTICLES® – Oct 1, 2003
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