Centre for Development, Evaluation, Complexity and Implementation in Public Health Improvement (DECIPHer), Cardiff University, Spark, Maindy Road, Cardiff, CF24 4HQ, UK.
Centre for Public Health, Population Health Sciences, Bristol Medical School, University of Bristol, Canynge Hall, 39 Whatley Road, Bristol, BS8 2PS, UK.
BMC Public Health. 2024 Aug 13;24(1):2199. doi: 10.1186/s12889-024-19611-6.
Teachers as delivery agents within school-based mindset programmes is a potential intervention strategy for improving pupils' outcomes. The Mindset Teams programme, utilises teachers as delivery agents, with an aim to improve learning resilience for health and attainment outcomes among schools in Scotland. This study examined the perceived impacts of the programme to develop a programme theory of change and refine an earlier co-produced logic model.
Across six intervention schools, one-to-one interviews were conducted with teachers (N = 18) and focus groups were conducted with 23 pupils aged 8-11-years. Fourteen stakeholders involved in programme provision, secondary school delivery, funding decisions or policy-related areas also participated in a one-to-one interview. Qualitative data were analysed using thematic analysis with a combined deductive and inductive coding approach.
Themes were identified in relation to impacts on teachers (five themes), pupils (eight themes), and broader outcomes (two themes), with most themes discussed by teachers and wider stakeholders. Across data, findings highlighted the proposed mechanisms by which the programme was intending to produce impacts, largely through increasing teacher knowledge and facilitating a positive school environment. Themes demonstrated the breadth of perceived programme impacts, highlighting both attainment and wellbeing outcomes among pupils.
Findings provide support for Mindset programmes focusing on the development of teachers' mindsets, highlighting the resultant perceived impacts this can have on both teachers and pupils alike. Future research should seek to capture health and wellbeing measures alongside attainment data to fully explore programme impacts.
教师作为学校思维模式计划中的传播者,是改善学生成绩的潜在干预策略。思维模式团队计划利用教师作为传播者,旨在提高苏格兰学校的学习适应力和健康与成绩的结果。本研究考察了该计划的预期影响,以制定一个计划变革理论,并完善早期共同制定的逻辑模型。
在六所干预学校中,对教师(N=18)进行了一对一访谈,并对 8-11 岁的 23 名学生进行了焦点小组讨论。还邀请了 14 名利益相关者,他们参与了项目的提供、中学的实施、资金决策或政策相关领域,他们也进行了一对一的访谈。使用主题分析对定性数据进行了分析,采用了一种结合演绎和归纳编码方法的综合方法。
确定了与教师(五个主题)、学生(八个主题)和更广泛的结果(两个主题)相关的主题,其中大多数主题都由教师和更广泛的利益相关者讨论。在所有数据中,研究结果都强调了该计划旨在产生影响的拟议机制,主要是通过增加教师的知识并促进积极的学校环境。主题展示了预期计划影响的广泛程度,突出了学生在成绩和幸福感方面的表现。
研究结果为专注于教师思维模式发展的思维模式计划提供了支持,突出了这对教师和学生都可能产生的预期影响。未来的研究应该寻求在获得数据的同时捕捉健康和幸福感的衡量标准,以充分探索计划的影响。