Teachers' Perceptions of the Acceptability of the Jigsaw Method: An Exploration of Implementation Barriers and Faciliators

Date of Award


Call Number


Document Type

Open Access Dissertation

Degree Name

Doctor of Psychology (PsyD)


School Psychology

First Advisor

Pratt, Jamie

Second Advisor

Wickerd, Garry

Third Advisor

Brown, Rachel


PsyD; Cooperative learning; Intervention; Jigsaw method; Treatment acceptability; Treatment integrity


The purpose of this study was to examine grade 4-12 teachers’ perceptions of the acceptability of the jigsaw method and the factors that influence teachers’ acceptability ratings and self-reported likelihood of implementation. Participants in this study (368 grade 4-12 teachers in Maine) completed a brief survey that formally assessed intervention acceptability using the Intervention Rating Profile-15 (IRP-15) and collected information regarding perceptions of likelihood of implementation, factors that would facilitate or inhibit implementation, and self-reported levels of treatment integrity. Results were analyzed using descriptive and inferential statistics. Teachers in this sample perceived the jigsaw method to be an acceptable intervention for classroom use yet were unlikely to implement it in their classrooms at research-recommended dosages. Commonly identified barriers to implementation included lack of time for implementation, the length and complexity of the intervention, competing priorities in the classroom, challenges with classroom management during intervention implementation, and inappropriateness for a particular student population. Despite these barriers, teachers identified that the provision of support (e.g., peer support, co-teaching) would increase the likelihood of implementation. For the jigsaw method, high levels of acceptability predicted similar levels of treatment integrity and vice versa. Limitations, implications for the field of school psychology, and directions for future research are discussed.