What factors influence the use of support programs in schools? In a survey and an in-depth
study, a representative set of support activities were measured for both conceptual and instrumental use. A model of factors that were hypothesized to influence use was tested for its fit.
School and teacher characteristics as well as support characteristics were taken into account.
Results indicated that dissemination, quality of programs, and perceived usefulness are the main
influencing factors. School factors as such play a minor role.
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