Barriers and Facilitators for Teachers’ Implementation of the Curricular Component of the Boost Intervention Targeting Adolescents’ Fruit and Vegetable Intake.
Sommaire de l'article
To examine barriers and facilitators to teachers' implementation of the curricular component of the school-based, multicomponent Boost intervention to promote fruit and vegetable intake among 13-year-olds guided by concepts of Diffusion of Innovations Theory and findings of previous implementation studies.
Five focus group and 2 individual interviews.
Twenty-two seventh-grade teachers from 7 of 20 intervention schools. Four schools (15 teachers) with a high implementation level and 3 (7 teachers) with a low implementation level were selected to obtain maximum variation in teachers' view.
PHENOMENON OF INTEREST
Teacher perceptions of implementation of a curricular component.
Situational Analysis including an introductory phase of systematic coding.
Teachers' commitment to the Boost curriculum was hindered by intervention duration and extra workload and motivated by a pre-intervention workshop and the thoroughness of the project. Detailed implementation manuals were helpful for some teachers but a barrier to others because they limited opportunities for adaptation.
CONCLUSIONS AND IMPLICATIONS
Implementation of curricular activities in school-based interventions may be supported by a predefined teaching schedule, detailed teacher manuals, clear learning objectives, and a pre-intervention workshop to enhance motivation. Situational Analysis may contribute to future implementation studies by highlighting the importance of contextual factors.