The aim of the research is to investigate teachers’ experiences of implementation processes during the introduction of organizational change or school intervention programs. In this study, the aim is to compare the findings of two studies investigating expressed barriers and facilitators by school staff in two distinct implementation projects in Swedish school settings. The Theoretical Domains Framework (TDF; Atkins et al., 2017) is applied as a theoretical guide. 

The first study covers a six-month implementation project of a new didactic practice (theme-based cooperative learning, CL) in two kindergarten classrooms at one Swedish school. The kindergarten teachers (N=6) were interviewed in three group interviews; before, during, and after the implementation of the project. Using thematic analysis, barriers and facilitators were identified throughout the project (Fohlin et al., 2021). The second study examines a research project of a framework aimed at positive school climate and reducing negative behaviors (IBIS, Nylén et al., 2021).  School staff (N=127) from 11 schools (kindergarten to grade nine) who participated in the project responded to the survey Determinants of Implementation Behavior Questionnaire in School settings (DIBQs), a 91 items questionnaire that investigated teachers’ perceptions of barriers and facilitators in working with the program. The questionnaire was statistically evaluated with confirmatory factor analysis for model fit, as well as evaluated for descriptive statistics presenting potential barriers and facilitators.

The results showed that these implementation projects seemed to have similarities, with overall positive expressions towards the implementation process. Facilitators expressed in both studies include increased collegial support when engaged in the project and the projects having a contextual fit. Factors posing as potential barriers for both studies were issues with time and the skill of performing an adaptation of the project content at instances of lack of time, unmotivated students, or lacking collegial support. Some differences could be related to the project contents, as the two projects targeted different issues. For example, school staff in IBIS reported weak positive feedback from students and colleagues whereas the CL group reported strong positive feedback from students, colleagues, and parents.

This study highlights factors to consider when performing implementations in Swedish school settings. It presents the use of TDF as a guide in both qualitative and quantitative educational implementations, an innovative approach in the Nordic setting.

References

Atkins, L., Francis, J., Islam, R., O’Connor, D., Patey, A., Ivers, N., Foy, R., Duncan, E. M., Colquhoun, H., Grimshaw, J. M., Lawton, R., & Michie, S. (2017). A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems. Implementation Science, 12. https://doi.org/10.1186/s13012-017-0605-9

Fohlin, L., Sedem, M., & Allodi, M. W. (2021). Teachers’ experiences of facilitators and barriers to implement theme-based cooperative learning in a Swedish context. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.663846

Nylén, K., Karlberg, M., Klang, N., & Ogden, T. (2021). Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden. Frontiers in Psychology, 12(618099). https://doi.org/10.3389/fpsyg.2021.618099