Courtney N. Baker|Janis B. Kupersmidt|Mary Ellen Voegler?Lee|David H. Arnold|Michael T. Willoughby
Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers
University of Massachusetts Amherst|University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|University of Massachusetts Amherst|University of North Carolina at Chapel Hill
preschools provide promising setting conduct preventive interventions childhood problems classroom programs effective teachers willing able implement study one first investigate predictors frequency teacher participation classroombased randomized controlled trial integrated prevention program preschoolers intervention designed promote school readiness integrated social academic program implemented teachers support classroom consultants current study part larger project conducted head start community child care centers serve primarily economically disadvantaged families 49 teachers 30 centers participated study overall teachers conducted approximately 70 program activities participation decreased significantly time first final week intervention also decreased within week intervention first final weekly activity teachers working community child care centers implemented intervention activities head start teachers teacher concerns intervention assessed prior training predicted less participation addition teachers participation positively related perception centers directors supportive collegial efficient fair well job satisfaction commitment teacher experience education ethnicity selfefficacy significantly related participation multilevel models considered center level analysis substantial variance accounted centers pointing importance considering centerlevel predictors future research