Date of Award
2025
Document Type
Dissertation
Degree Name
Psychology (Ph.D.)
Department
Psychology
First Advisor
Imad Zaheer
Second Advisor
Mark Terjesen
Third Advisor
Lauren Moskowitz
Abstract
The present study examines the relationship between teacher choice and autonomy and implementation fidelity of social-emotional curricula. Thirty-four teachers were randomly assigned to one of three conditions with varying levels of standardization they had to adhere to. Participants implemented Core Session One: Introduction to the Well-Being Promotion Program from the Well-Being Promotion Program (Suldo, 2016). A corresponding Intervention Integrity Checklist (Suldo, 2016) was used to assess implementation fidelity of the session. The Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS; Chen et al., 2015) and the Positive Psychotherapy Inventory (PPTI; Rashid & Seligman, 2018) were used to assess teacher ratings of autonomy and well-being outcomes after session implementation. The High Standardization Group (HSG) was required to implement 100% of the items on the session’s intervention integrity checklist. The Moderate Standardization Group (MSG) was required to implement 50% of the checklist items. The Low Standardization Group (LSG) was required to implement 25% of the checklist items. Results suggest that modifying levels of standardization led to increased implementation fidelity, autonomy satisfaction, and perceptions of well-being, with the moderate level of standardization emerging as the most optimal.
Recommended Citation
Noonan, Siobhán Christina, "TEACHER INSTRUCTIONAL AUTONOMY AND IMPLEMENTATION FIDELITY IN CLASSROOM-BASED INTERVENTIONS" (2025). Theses and Dissertations. 930.
https://scholar.stjohns.edu/theses_dissertations/930