Teachers’ perceptions of barriers and facilitators in implementing innovations for inclusive education

Abstract in English

Implementation of evidence-based innovations in school bridges the gap between research and practice. During implementation, barriers and facilitators for progression and sustainability may arise. When teachers are consulted about their perceptions during the process, various factors can be identified that influence the initiation, execution, and sustainability of innovation implementation.

This thesis investigated teachers’ perceptions of the barriers and facilitators in implementing innovations for inclusive education in Swedish schools. Using implementation frameworks and questionnaires, teachers’ perceptions of implementation factors were captured at different stages of implementation in three distinct projects.

Study I used group interviews at three time points over a six month period to investigate six preschool class teachers’ perceptions of the implementation of cooperative learning. The Theoretical Domains Framework was used for deductive thematic analysis. Both barriers and facilitators were identified at each time point. However, an overall positive progression was observed, with initial barriers being overcome as the implementation progressed.

Study II investigated the perceptions of 127 teachers and school staff after the implementation of the Inclusive Behavioural Support in Schools programme. The Determinants of Implementation Behaviour Questionnaire for School settings was used to assess teachers’ perceived barriers and facilitators regarding this innovation and its implementation. The questionnaire was also tested for theoretical and internal fit. Facilitators included the absence of negative emotions, intentions to continue using the innovation, and the fit between the innovation and the teacher’s professional identity. Barriers included using the innovation under sub-optimal conditions, a lack of positive reinforcement, and an unsupportive socio-political context. Additionally, the study found significant differences in perceptions between teachers in earlier and later school years, as well as between implementation group members and non-members.

Study III surveyed 930 teachers at the start of the implementation of the programme Inclusive Behavioural Support in Schools, concerning two constructs: collective teacher efficacy and teacher attitudes toward the inclusion of students with special educational needs. These constructs were measured using the Collective Teacher Efficacy Scale and the Teacher Attitudes to Inclusion Scale. The scales were evaluated for sample fit and a small but significant positive relationship between the constructs was found.

The thesis demonstrated how the Theoretical Domains Framework and the Capability, Opportunity, Motivation – Behaviour (COM-B) system could be used to identify important factors affecting implementation, both as an analytical framework and as framework for a questionnaire for the school setting.

Overall, the thesis identified perceptions and attitudes related to the importance of providing structural and social implementation support, ensuring a practical and philosophical fit between innovation and teacher perceptions, and providing opportunities for teachers to build individual and collegial confidence and efficacy in using innovations for inclusive education. Taking teachers’ perceptions into account during preparation and progression can promote an implementation that is perceived as relevant, effective, enjoyable, and useful for all teachers.