Factors affecting high school teacher adoption, sustainability, and fidelity to the "Youth at Work: Talking Safety" curriculum

Kimberly J. Rauscher, Carri Casteel, Diane Bush, Douglas J. Myers

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

Background: Our objective was to identify individual- and organizational-level factors that affect high school teacher adoption, sustainability, and fidelity to the occupational safety and health curriculum, "Youth at Work: Talking Safety." Methods: We analyzed survey data collected from 104 high school teachers across the US who were trained in the curriculum since 2004. Linear and Cox regression were used to examine bivariate associations between individual and organizational-level factors and the outcomes of interest. Results: Except for perceived complexity, all individual-level factors (acceptance, enthusiasm, teaching methods fit, and self-efficacy) were associated with one or more outcomes of interest (P-values ranged from <0.001 to 0.031). Priority for non-academic courses (P=0.035) and supportive organizational climate (P=0.037) were the organizational-level factors associated with sustainability and number of lessons delivered, respectively. Conclusions: Consistent with the literature, individual-level factors influenced teacher adoption and, to a lesser extent, sustainability, and fidelity to the Youth at Work: Talking Safety curriculum and should be considered in attempts to promote the curriculum's use in high schools.

Original languageEnglish
Pages (from-to)1288-1299
Number of pages12
JournalAmerican Journal of Industrial Medicine
Volume58
Issue number12
DOIs
StatePublished - 1 Dec 2015

Keywords

  • Adoption
  • Curriculum
  • Health and safety
  • Injury prevention
  • Sustainability
  • Young workers

Fingerprint

Dive into the research topics of 'Factors affecting high school teacher adoption, sustainability, and fidelity to the "Youth at Work: Talking Safety" curriculum'. Together they form a unique fingerprint.

Cite this