caa a22 4500 606153829 CHVBK 20210128100555.0 cr unu---uuuuu 210128e20151101xx s 000 0 eng 10.1007/s11121-014-0534-7 doi (NATIONALLICENCE)springer-10.1007/s11121-014-0534-7 Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program [Elektronische Daten] [Margaret Malloy, Alan Acock, David DuBois, Samuel Vuchinich, Naida Silverthorn, Peter Ji, Brian Flay] Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools. Society for Prevention Research, 2014 School organizational climate nationallicence Organizational capacity nationallicence Program implementation nationallicence Social-emotional and character development nationallicence Malloy Margaret College of Public Health and Human Sciences, Oregon State University, 457 Waldo Hall, 97331, Corvallis, OR, USA aut Acock Alan Oregon State University, 97330, Corvallis, OR, USA aut DuBois David University of Illinois at Chicago, 60608, Chicago, IL, USA aut Vuchinich Samuel Oregon State University, 97330, Corvallis, OR, USA aut Silverthorn Naida University of Illinois at Chicago, 60608, Chicago, IL, USA aut Ji Peter Adler School of Professional Psychology, 60602, Chicago, IL, USA aut Flay Brian Oregon State University, 97330, Corvallis, OR, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1086-1095 1389-4986 16:8<1086 2015 16 11121 https://doi.org/10.1007/s11121-014-0534-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-014-0534-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Malloy Margaret College of Public Health and Human Sciences, Oregon State University, 457 Waldo Hall, 97331, Corvallis, OR, USA aut NATIONALLICENCE 700 1- Acock Alan Oregon State University, 97330, Corvallis, OR, USA aut NATIONALLICENCE 700 1- DuBois David University of Illinois at Chicago, 60608, Chicago, IL, USA aut NATIONALLICENCE 700 1- Vuchinich Samuel Oregon State University, 97330, Corvallis, OR, USA aut NATIONALLICENCE 700 1- Silverthorn Naida University of Illinois at Chicago, 60608, Chicago, IL, USA aut NATIONALLICENCE 700 1- Ji Peter Adler School of Professional Psychology, 60602, Chicago, IL, USA aut NATIONALLICENCE 700 1- Flay Brian Oregon State University, 97330, Corvallis, OR, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1086-1095 1389-4986 16:8<1086 2015 16 11121