When and why are public policies successfully implemented? The case of “the second preschool-teacher’s assistant reform”

Abstract

The success of public policies depends not only on their design but also on their effective implementation. This paper examines both the factors that contribute to successful policy implementation and the outcomes of such success using Israel’s Second Preschool Teachers’ Assistants Reform as a case study. By analyzing this reform, the study underscores the critical role of local governments in coordinating implementation efforts, as well as the pivotal function of lead preschool teachers as street-level bureaucrats. Using a sample of 174 staff members from 58 preschools in Israel, we found that perceptions of the teaching staff about the extent to which the local government is autonomous are related to the extent of the reform’s implementation, which, in turn, affects objective educational outcomes. The study also shows that the leadership style of the lead teacher plays a role in the relationship between the level of the reform’s implementation and the preschool's success. The study contributes to theoretical knowledge and practical strategies for enhancing policy implementation in public education.