A Cross-Sectional Survey of School Administrators’ Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers

ABSTRACT

Leadership is integral for successful implementation of evidence-based programs and practices (EBPPs) in schools. However, as research is limited regarding school administrators’ training, knowledge, and perceived barriers related to EBPP implementation, a survey was conducted to examine these areas. The majority of respondents reported (a) limited to no pre-service training in EBPP implementation, (b) insufficient in-service training on implementation topics, and (c) lack of knowledge and competency on core implementation concepts. Moreover, respondents identified numerous implementation barriers. Implications for school administrators’ pre- and in-service training, as well as limitations and future directions, are discussed.

Disclosure Statement

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

Ethical Approval

All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

The University of Minnesota’s Human Subjects Institutional Review Board determined this study as exempt. However, information disclosures and informed consent were presented to all participants prior to completing the online survey.

Informed consent: Informed consent was obtained from all individual Cook participants included in this study.

Additional information

Funding

This publication was supported in part by funding by the Institute of Education Sciences [IES; R305A200023] awarded to Dr. Cook. The content is solely the responsibility of the authors and does not necessarily represent the official views of IES.