Teachers’ quality of work life and attitudes toward implementing a psychosocial intervention for children affected by parental HIV/AIDS: roles of self-efficacy and burnout

ABSTRACT

Several studies have highlighted that facilitators’ attitudes toward interventions are crucial for implementing innovative psychosocial interventions. However, in the emerging implementation science field, little research has examined how organizational and individual factors may influence teachers’ positive attitudes and readiness toward evidence-based interventions. The current study investigated the association between teachers’ quality of work life and their attitudes toward an innovative psychosocial intervention for children affected by parental HIV/AIDS; the study also probed the potential indirect roles of self-efficacy and burnout. A total of 157 teachers with different levels of involvement in the intervention study were recruited from 47 schools. Our results revealed that teachers’ quality of work life was positively associated with their attitudes toward the intervention directly and indirectly through enhanced self-efficacy and reduced burnout. The findings highlight the importance of organizational and individual factors in successfully implementing innovative psychosocial interventions for vulnerable children in organizations such as schools. Researchers should work with organizations to provide the necessary quality of work life and sufficient training to semi-professionals in order to boost their self-efficacy, reduce their burnout, and improve their attitudes toward innovative intervention programs to achieve the expected effectiveness of the interventions, particularly in resource-limited regions.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by National Institute of Health: [Grant Number P30DA027828, R01NR013466]; National Social Science Fund of China: [Grant Number 19BSH111]; Research Council at University of Macau [Grant Number: MRYG2017-00173-FSS].