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Health Education & Behavior
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Teacher Training as a Behavior Change Process: Principles and Results from a Longitudinal Study

Kathleen A. Kealey

Hutchinson Smoking Prevention Project, Division of Public Health Sciences, Fred Hutchinson Cancer Research Center, Seattlekkealey{at}fhcrc.org

Arthur V. Peterson, Jr., PhD

Department of Biostatistics, University of Washington, Seattle

Marcia A. Gaul, BA

Division of Public Health Sciences, Fred Hutchinson Cancer Research Center, Seattle

Khanh T. Dinh, PhD

For students to realize the benefits of behavior change curricula for disease prevention, programs must be implemented effectively. However, implementation failure is a common problem documented in the literature. In this article, teacher training is conceptualized as a behavior change process with explicit teacher motivation components included to help effect the intended behavior (i.e., implementation). Using this method, the Hutchinson Smoking Prevention Project, a randomized controlled trial in school-based smoking prevention, conducted 65 in-service programs, training nearly 500 teachers (Grades 3-10) from 72 schools. Implementation was monitored by teacher self-report and classroom observations by project staff. The results were favorable. All eligible teachers received training, virtually all trained teachers implemented the research curriculum, and 89% of observed lessons worked as intended. It is concluded that teacher training conceptualized as a behavior change process and including explicit teacher motivation components can promote effective implementation of behavior change curricula in public school classrooms.

Health Education & Behavior, Vol. 27, No. 1, 64-81 (2000)
DOI: 10.1177/109019810002700107
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