Unlocking the Power of “Super Levers”: Teacher Behavior Change to Sustain Instructional Reform in Liberia

Given the history of foundational literacy reform efforts in Liberia and the challenges with sustained uptake of new instructional approaches, the country presents a useful case to better understand the obstacles and facilitators affecting whether teachers adopt and continue the practices for which they have been trained. The study suggests that teachers need 1) improved professional development and coaching that builds their vision, abilities, and muscle memory to deliver new approaches; 2) the opportunity to implement these new approaches through an enabling environment; and 3) multiple sources of motivation to change their practices and adopt new ones.