Table 2.

Definitions of codes

Codes	Subcodes
Implementation leadership: Refers to leadership that involves specific actions that are performed to support the adoption and use of EBP in the school setting. This can include proactive leadership, supportive leadership, knowledgeable leadership, perseverant leadership, and available leadership. This also includes comments about how leadership is distributed and built within a school, how leaders are held accountable across all stakeholders, or the level of leadership necessary for successful implementation and sustainment	Proactive leadership: Involves the extent to which a leader establishes clear standards surrounding implementation, develops plans to facilitate implementation, and removes obstacles to implementation
	Supportive leadership: Involves the degree to which leaders support employee efforts to learn more about or use EBP, and recognizes and appreciates employee efforts
	Knowledgeable leadership: Occurs when employees believe that leaders “know what they are talking about” surrounding EBP and are able to answer questions effectively
	Perseverant leadership: Refers to the extent to which leaders carry on through challenges of implementation and react to critical issues surrounding implementation
	Available leadership: Refers to the extent to which leaders are accessible when it comes to implementation, make time to meet about implementation, are available to discuss implementation or provide help, and can be contacted with problems or concerns
	Distributed leadership: Comments about Distributed Leadership structures in schools, especially as they relate to implementation. May include comments about leadership teams, how principals facilitate Distributed Leadership. Distributed Leadership also includes the level of leadership that is most relevant to implementation and accountability across those levels. These comments refer to the different gradelevel teams/leaders within teachers to be accountable for implementing and sustaining new practices
Implementation climate: Climate refers to educators’ share perception of the importance of EBP implementation. This includes Focus on EBP, Educational Support for EBP, Recognition for EBP, Rewards for EBP, Selection for EBP, and Selection for Openness. Comments that would be coded under this includes educators’ perceptions of norms/expectations of implementation, the existing structures and resources in place to support implementation, incentives to implementation, school goals/priorities, the varying demographic levels of students and staff across schools.	Focus on EBP: References whether the organization thinks implementation is important, a top priority, or has effective use of EBP as a primary goal
	Educational support for EBP: Refers to whether the organization supports EBP training, staff travel to conferences or workshops, or supplies training materials or other supports (e.g., journal articles)
	Recognition for EBP: Refers to whether the organization views staff with EBP experience as experts, holds them in high esteem, and is likely to promote them
	Rewards for EBP: Rewards are financial incentives for the use of EBP, whether staff that use EBP are more likely to get bonuses/raises, or accumulated compensated time. This code also includes comments about contextually appropriate incentive structures in schools that are driving motivators for educators. May include student outcomes, leadership opportunities, protected time
	Selection for EBP: Refers to the extent to which the organization prefers to hire staff that are flexible, adaptable, or open to new interventions
	Selection for openness: Refers to the extent to which the organization prefers to hire staff that are flexible, adaptable, or open to new interventions
	Existing supports to deliver EBP: Existing school structures or resources that could be incorporated/repurposed to support implementation at an organizational level. May include comments about existing teams or staff interactions relevant to implementation, structures for professional development (e.g., individualized professional development plans)
	Prioritization of EBP: Comments about school priorities, policies and procedures, and how they align with the implementation of social, emotional, and behavioral programming
Implementation citizenship behavior: Citizenship refers to the different elements of citizenship behaviors or the degree to which educators go “above and beyond” to support implementation. Demonstrates a commitment to EBP by keeping informed about the EBP being implemented and supporting colleagues to meet EBP standards. Includes educators’ willingness to share knowledge with peers or their community, opening their classroom for observation and feedback.	Helping others: Refers to the extent to which educators assist others to make sure they implement EBP, help teach EBP, implementation procedures, or help others with responsibilities related to EBP (e.g., completing fidelity assessments)
	Keeping informed: Refers to whether educators keep up to date on changes in EBP policy, follow the latest news or new findings regarding EBP, and keep up with agency communications related to EBP
	Information sharing: Educators demonstrating citizenship by sharing knowledge and information with peers and beyond the school setting (e.g., connecting with parents, and community members) to further the implementation effort; also includes be ability and openness to take that knowledge and information and adopt it into practice
	Observation/feedback: Educators demonstrating citizenship by offering to observe, be observed in the classroom, and provide or receive feedback on their professional practice