Navigating Multiple Initiatives: Examining the Role of Teachers' Social Networks and Relational Competence in Shaping Perceptions of Coherence and Levels of Initiative Fatigue and Implementation Efficacy

The purpose of this mixed methods case study is to examine how middle school teachers perceive and respond to the implementation of multiple simultaneous initiatives. Specifically, it examines how teachers’ social networks and relational competence influence their perceptions about the coherence of school initiatives, and ultimately, their feelings of initiative fatigue, and implementation efficacy and expectations. Based on findings, a logic model is reported to visualize relationships between variables and offer insights on the factors that influence teachers’ experiences with multiple initiative implementation. Ultimately, the study provides recommendations to support school leaders in facilitating more effective multiple initiative implementation work, while acknowledging the complexity of the issue. Additionally, the limitations of existing research and implications for future research are noted.