Conclusion
Kindergarten leaders and teachers expressed positive attitudes toward the intervention ideas and motivation to practice emotion coaching skills and to implement TIK-KT at both T1 and T2. Their motivation came from having a good understanding the rationale of implementation, aha experiences regarding the intervention, not being held back by practical issues, and working toward the children’s wellbeing. The findings of the present study add to the knowledge base about enablers and barriers to the implementation of this type of intervention. Further, this knowledge enhances insights into the participants’ experience of implementation and provides valuable insights for the possible development of implementation strategies for the TIK-KT intervention. Future research may investigate potential causal pathways between motivational factors and implementation fidelity to enhance the understanding of implementation mechanisms and consider the possible advantages in developing an implementation strategy for the TIK-KT intervention.
