Measuring and predicting teachers’ commitment to implementing evidence-based programs

Practical wisdom and empirical evidence indicate that teachers’ commitment to learn and enact a practice (i.e., their commitment to implement) is a critical but overlooked mechanism for supporting changes in teacher practice. Shortcomings in this area of scholarship stem from research gaps regarding: (1) how to operationalize teachers’ commitment to implementing new practices and (2) which factors predict whether teachers are committed to using new practices. To address these gaps, this study collected survey and open-ended response data from 107 early childhood education teachers implementing an evidence-based social-emotional learning program called Tools of the Mind (TotM). After comparing intention, planning, and motivation approaches for operationalizing teachers’ commitment to implement, a motivation approach emerged as the most consistent and valid method. Teachers’ belief that TotM would benefit children's development was identified as the strongest predictor of teachers’ commitment to implement based on structural equation modeling and open-ended survey data. Findings are discussed in the context of implementation science and teacher workforce development.