Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum.

The current study examined a comprehensive set of individual and organizational factors as potential predictors of how the Promoting Alternative THinking (PATHS) Curriculum was implemented by teachers in an urban Midwestern school district. The study used data from a randomized trial of an implementation support model conducted in 28 urban elementary schools. All schools implemented PATHS in grades K-3. Program fidelity was assessed with teacher self-reported ratings of lesson dosage, frequency of supplemental material use, and quality of delivery over repeated time points. The initial levels of implementation and change over time were examined in a series of three level longitudinal hierarchical liner models (HLM). Over time, teachers reported somewhat lower levels of program use but maintained their quality of delivery. Teachers with more positive attitudes towards PATHS reported more frequent lesson delivery at the intercept (winter Year 1). Teachers from schools with a more positive culture for social-emotional learning (SEL) rated the quality of their PATHS delivery more positively than teachers from schools lacking SEL culture and reported more frequent supplemental materials use. Early career teachers initially described themselves as delivering PATHS with lower quality but improved similarly over time compared to more experienced teachers. Implications of the findings and recommendations for future research are discussed.