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Published on: February 19, 2021
The relationship between buy-in and implementation: Measuring teacher buy-in to a high school reform effort
Eric M Grebing1, Julie A Edmunds1, Nina P Arshavsky1
1SERVE Center at University of North Carolina at Greensboro, Durham, NC 27707, United States.
Abstract:
'Buy-in,' or the extent to which individuals believe in and actively support interventions, is an important but understudied component of program evaluation. This paper articulates a conceptual framework and describes survey scales for measuring buy-in. The paper applies the framework and survey to a program evaluation of an effort implementing the early college model in 16 high schools. The paper empirically connects teacher buy-in to perceptions of program implementation. In our main regression analysis, we found a significant relationship between teacher buy-in and model implementation. Through a dominance analysis, we also found that items related to collective buy-in were stronger predictors of implementation than items measuring individual buy-in. Our results suggest that it is important to measure both individual and collective buy-in because both are predictive of implementation. The survey items and framework presented could be of use to evaluators through modification for use in implementation studies of other program evaluations.
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