Organisational factors in the implementation of educational modules at schools in Barranquilla (Colombia)

Abstract

Job design affects motivational aspects and working conditions and, consequently, impacts the process of implementing programmes. This study examines the influence of the organisational context on the implementation of a psycho-educational programme and an academic levelling module at Colombian schools. Specifically, we evaluate the work design characteristics of teachers and their impact on the fidelity, effectiveness, and sustainability of the intervention. Information was collected from 102 teachers who acted as facilitators in the implementation of these interventions at a total of 72 schools in the city of Barranquilla. With a work design questionnaire, the characteristics of the task and working conditions of the teaching staff were analysed. To evaluate the implementation of the programme, indicators of fidelity, dose, frequency, and perceived effectiveness of the intervention were obtained. The results show that the autonomy and intrinsic characteristics of the task are positively related to the fidelity of the implementation. A certain influence of the working conditions of the teaching staff was also observed in the dose of the educational activities performed. Complementary to this, we describe the impact of confinement during the coronavirus pandemic on the implementation of programmes. Work design influences the process of implementing programmes in educational contexts. Both active hierarchical supervision and the motivational characteristics of teachers’ work affect the sustainability of interventions, especially in crisis circumstances. To conclude, we reflect on the organisational characteristics that facilitate the sustainability of the interventions.