Not getting better but not getting worse: A cluster randomized controlled pilot trial of a leadership implementation strategy

• Published in: Implementation research and practice Vol. 6; p. 26334895241312405
• Main Authors: Locke, Jill, Corbin, Catherine M., Goosey, Roger, Collins, Vaughan K., Ehrhart, Mark G., Hatch, Kurt, Espeland, Christine, Lyon, Aaron R.
• Format: Journal Article
• Language: English
• Published: United States SAGE Publications 01.01.2025; SAGE Publishing
• Subjects: Original Empirical Research; implementation climate; implementation leadership; schools; organizational implementation strategy
• ISSN: 2633-4895; 2633-4895
• DOI: 10.1177/26334895241312405

Plain Language Summary Using practices that have been proven to work in research to support youth social, emotional, and behavioral well-being in schools is hard. Efforts to use these practices decrease across the school year. School leadership behaviors can influence educators’ use of these practices. Our study tested an implementation strategy or support designed to help educators use a research-backed practice called Helping Educational Leaders Mobilize Evidence (HELM). HELM was adapted from the Leadership and Organizational Change for Implementation (LOCI) strategy, to enhance school leadership teams’ specific leadership behaviors to protect against the decline in implementation effort. This study explores the impact of HELM on outcomes related to practice use. One school district and 10 schools in western Washington State participated. Five of the schools received the HELM strategy and the remaining five schools received an alternative leadership training. Teachers at every school ( n = 341) received training in a practice called Positive Greetings at the Door (PGD) that has been shown to reduce student behavior problems. Principals and Assistant Principals ( n = 18) received the HELM strategy or alternative leadership training. Three district administrators also participated in HELM. HELM unexpectedly slowed the average decline of implementation leadership (perseverant leadership and communication), three dimensions of implementation climate (recognition, rewards, and existing supports), total implementation climate, and one dimension of implementation citizenship (keeping informed). No significant effects were found with regard to use of the practice. The HELM strategy shows promise in slowing the deterioration of practice in schools and positively influenced implementation leadership behaviors.