Framework for factors that could affect the implementation, impact, and scaling up of the school resources
Domain | Factors and sources | Explanation |
Teachers | Skills and competencies | Teacher’s education and experience in relation to the lessons being taught. |
Understanding of the content being taught | Teacher’s understanding of the content. | |
Sufficient training | The extent to which the teachers received sufficient training in teaching the lessons | |
Self-efficacy | Teacher’s confidence in teaching the lessons. | |
Fit to the teacher’s teaching style and context (eg, class size) | Teachers’ comfort with the instructions or ability to adapt the instructions to their style and context. | |
Attitudes | Teachers’ attitude towards new material (change), science, critical thinking and independent thinking by pupils (or their role as authorities in the classroom). | |
Beliefs | Teachers’ beliefs about the teaching methods or content (eg, what treatments work or the concepts). | |
Emotions | Teachers’ emotions, such as stress or anxiety. | |
Motivation | Teachers’ motivation to teach the material. | |
Positive learning environment | Teachers’ ability to create a positive learning environment; for example, encourage discussion, respond positively to questions, engage pupils. | |
Pupils | Literacy | Pupils’ ablity to read and understand the material. |
Attendance | Pupils’ attendance or reasons for poor attendance (eg, long distance to school or inability to pay school fees). | |
Motivation to learn | Pupils’ motivation to learn the new material. | |
Attitudes | Pupils’ attitudes towards learning, towards authorities, towards science, towards critical thinking. | |
Beliefs | Pupils’ beliefs about the content (eg, what treatments work or the concepts). | |
Home environment | The extent to which the pupil’s home environment encourages or discourages learning from the lessons. | |
Differentiated instruction | The extent to which pupils different learning needs are met. | |
Peer influence* | Positive or negative attitudes of other pupils towards the material. | |
Teaching materials | Value of the material | The extent to which the materials are valued by the teachers and pupils. |
Compatability with the curriculum | The extent to which the material fits with the rest of the curriculum and how it is taught. | |
Appropriateness of the material* | The extent to which the materials are relevant, challenging and engaging. | |
Credibility of the material* | The textent to which the teachers and pupils perceive the material as credible. | |
School system and environment | Time constraints | The extent to which there is sufficient time to accommodate introducing the new material. |
Competing priorities* | The extent to which other priorities for the school, teachers or pupils limit introducing the material (eg, preparing for exams). | |
School organisation and management* | The extent to which the school provides an environment that supports adoption of new subjects, material and teaching methods. | |
School resources, particularly human resources* | The extent to which the school has adequate resources to introduce the new materials (eg, human resources, student/teacher ratio, teacher workload, classroom space and classroom resources, such as blackboards and acoustics). | |
Attitudes and beliefs of head teacher and other teachers* | Attitudes or beliefs of colleagues that influence the teacher’s interest in and ability to teach the material. | |
Parent and community involvement* | Parents’ attitudes towards the new material or how things are done at the school. | |
Regulations* | Regulations (eg, Ministry of Education policies and regulations) that affect introducing the new material. | |
Political environment * | Elements of the political environment that affect introducing the new material; for example, authoritarianism or teacher strikes. | |
Bureaucracy* | Bureaucratic arrangements that delay or limit introduction of the new materials, or facilitate introducing them. | |
Incentives and disincentives | Incentives or disincentives to introduce the new materials for teachers or head teachers. |
*There were no key findings in relation to these factors or they were subsumed under another factor.