Education

Organisational factors in the implementation of educational modules at schools in Barranquilla (Colombia)

I. Maya-jariego, A. Muñoz-alvis, et al.

This captivating study explores how the organizational context shapes the success of a psycho-educational program and academic leveling module in Colombian schools. The research highlights the crucial roles of teacher autonomy and intrinsic task characteristics in achieving high implementation fidelity, while also addressing the impact of the COVID-19 pandemic. Conducted by Isidro Maya-Jariego, Andrés Muñoz-Alvis, Jean David Polo-Vargas, Jorge E. Palacio-Sañudo, and Alberto M. de Castro-Correa, this work emphasizes the importance of teacher motivation and supervisory support for sustainable educational interventions.

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Abstract

This study examines the influence of the organisational context on the implementation of a psycho-educational programme and an academic levelling module at Colombian schools. It evaluates the work design characteristics of teachers and their impact on the fidelity, effectiveness, and sustainability of the intervention. Results show that autonomy and intrinsic task characteristics are positively related to implementation fidelity, while working conditions influence the dose of educational activities. The study also describes the impact of the COVID-19 pandemic on programme implementation, highlighting the role of active hierarchical supervision and teacher motivation in intervention sustainability.

Publisher

HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS

Published On

Feb 25, 2022

Authors

Isidro Maya-Jariego, Andrés Muñoz-Alvis, Jean David Polo-Vargas, Jorge E. Palacio-Sañudo, Alberto M. de Castro-Correa

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