High School Teachers' Openness to Evidence-Based Practices: The Role of Personal Resources and Organizational Climate

on openness were not significant. Because of the relatedness between efficacy and burnout and the possibility that there is a moderated mediator effect, a second SEM included efficacy as a mediator and burnout was modeled as a moderator. For teachers with low burnout, the findings were comparable to the first model, whereas only more positive perceptions of principal support were related to high levels of efficacy, and in turn, higher openness among teachers experiencing high burnout.

Discussion: The findings suggest that teachers’ efficacy and ratings of principal support are particularly important when considering teachers’ openness to EBPs. Fewer direct and indirect associations with openness were found among teachers with high burnout, implying that there may be fewer pathways to openness for teachers experiencing burnout. Notably, the importance of principal support stands out and is line with prior implementation research. Understanding factors that create readiness for program adoption, such as openness, is crucial to improving the implementation and effectiveness of school-based prevention programs.