“And then there are the realities of the field”: Teacher insights on the implementation of a targeted instruction program in rural Côte d’Ivoire

To better understand the implementation of a targeted instruction program in rural Côte d’Ivoire, we present qualitative insights from teachers ( N = 25). We interviewed teachers whose students' test scores did and did not improve (high and low change groups, respectively) after 2-years of program implementation. Our findings suggest teacher engagement with the program is related to student-level impacts; teachers with high student improvement exhibited higher engagement with the program. Additionally, teachers in both groups reported low teacher agency, increased motivation with time, and administrative challenges. These findings highlight the value of teacher perspectives when evaluating and scaling targeted instruction programs. • A qualitative analysis of teacher experiences with a targeted instruction program. • The program was implemented in primary schools in rural Côte d’Ivoire. • In classes with greater academic improvement, teachers have higher program engagement. • Teachers appreciated the program despite multi-level challenges to implementation. • Teachers should be consulted throughout planning and implementation of new programs.