Dataset Information

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior.

ABSTRACT:

Introduction

In Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.

Methods

Teachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding CBP, DI, or FA. Measurement models were used in structural equation models testing the TPB.

Results

If the main relationships postulated by the theory were confirmed, some inconstancies were observed depending on the targeted practices. Structural equation TPB models controlling for gender, experience, teaching level, and socio-economic level of the school population explained between 20 and 45% of the variance in teachers' practices, and between 65 and 75% of the variance in teachers' intention to use these practices.

Discussion

The relevance of the TPB for studying teaching practices and implications for professional training are discussed.

SUBMITTER: Dierendonck C

PROVIDER: S-EPMC10966465 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior.

Dierendonck Christophe C Poncelet Débora D Tinnes-Vigne Mélanie M

Frontiers in psychology 20240313

<h4>Introduction</h4>In Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.<h4>Methods</h4>Teachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding ...[more]

PMID: 38544506

Similar Datasets

Project description:Professional development has been identified as an effective way to increase college STEM instructors' use of research-based instructional strategies (RBIS) known to benefit student learning and persistence in STEM. Yet only a few studies relate professional development experiences to later teaching behaviors of higher education instructors. This study of 361 undergraduate mathematics instructors, all of whom participated in multi-day, discipline-based workshops on teaching held in 2010-2019, examined the relationship between such participation and later use of RBIS. We found that instructors' RBIS attitudes, knowledge, and skills strengthened after participating in professional development, and their self-reported use of RBIS became more frequent in the first year after the workshop. Applying the Theory of Planned Behavior as a conceptual framework, we used a structural equation model to test whether this theory could explain the roles of workshop participation and other personal, professional and contextual factors in fostering RBIS use. Findings indicated that, along with workshop participation, prior RBIS experience, class size, and course coordination affected RBIS use. That is, both targeted professional development and elements of the local context for implementation were important in supporting instructors' uptake of RBIS-but, remarkably, both immediate and longer-term outcomes of professional development did not depend on other individual or institutional characteristics. In this study, the large sample size, longitudinal measurement approach, and consistency of the form and quality of professional development make it possible to distinguish the importance of multiple possible influences on instructors' uptake of RBIS. We discuss implications for professional development and for institutional structures that support instructors as they apply what they learned, and we offer suggestions for the use of theory in future research on this topic.

Project description:BackgroundEven though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution.MethodWe adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person's behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model.ResultsWe were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers' knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person's attitude than personal religious faith.ConclusionThe extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education.Supplementary informationThe online version contains supplementary material available at 10.1186/s12052-022-00175-1.

Project description:BackgroundOral cancer is becoming a primary concern for non-communicable illnesses and global health care initiatives. Low-income people, people with disabilities, the elderly, residents of detached and rural regions, and people belonging to minority groups bear a greater burden of oral diseases. The purpose of this research is to identify rural women's oral cancer prevention activities using the theory of planned behavior (TPB).MethodsThe current research is a cross-sectional analysis of 700 female hookah users who were referred to rural health facilities in Fasa and Shiraz, Fars, Iran in 2019-2020. The participants were selected by random sampling method. The TPB questionnaire and a demographic information questionnaires were the data gathering instruments used in this study to assess oral cancer prevention practices among participants. Data were analyzed by SPSS 22 using frequency, mean, and standard deviation as descriptive statistics, and Pearson correlation coefficients and linear regression as inferential statistics at a significance level of P < 0.05. The Kolmogorov-Smirnov test was used to determine whether the data were normal.ResultsThe average age of the participants was 44.54 ± 8.72 years, and the average age at which they started hookah was 23.8 ± 28.68 years. The average history of hookah use was 15.8 ± 6.65 years, and the average size of the household in the test group was 4.73 ± 1.16. The average scores of the constructs of the TPB and oral cancer prevention behaviors were average or at a low level, while nicotine addiction was relatively high. The constructs of knowledge, attitude, subjective norms, and behavioral intention are significantly correlated with oral cancer prevention behaviors in hookah-user women. There was a significant inverse relationship between nicotine dependence and oral cancer prevention behaviors, and there was a strong link between perceived behavioral control and behavioral intention (P < 0.05).ConclusionBased on the results of this study, the average scores of the structures of the TPB and oral cancer prevention behaviors were average or at a low level among rural hookah-user women, which indicates the necessity of an educational program based on this theory for rural women to adopt and maintain oral cancer prevention behaviors.

Project description:BackgroundThe aging population coupled with progressive medical technology has increased the demand for improved quality of end-of-life in China. However, implementation of an advance care planning (ACP) program in mainland China is still in its infancy owing to the significant influence of filial piety in Chinese culture. Research on implementation of ACP program among community health workers (CHWs) is limited. The current study sought to explore the willingness of CHWs to implement ACP based on the theory of planned behavior (TPB) and provide a reference for promotion of ACP in Chinese communities.MethodsPhenomenological qualitative study using semi-structured face-to-face interviews. Interviews were audio-recorded. Colaizzi's method was used for data analysis. The study received ethical approval and all participants provided written consent.ResultsThirteen CHWs from 3 community health service centers (CHSCs) in Hangzhou, Zhejiang Province, China were interviewed. Through the analysis of the interview content, we determined that most CHWs have a supportive attitude towards the implementation of ACP, the reasons for which are as follows: relieve suffering of patients and respect their medical autonomy; relieve economic and psychological burden on family members; promote development of community palliative care. However, some CHWs believe that the implementation of ACP will lead to doctor-patient disputes and medical risks. CHWs reported that the support of patients and their families, community lawyers, psychosocial professionals, and CHSCs senior managers helped them to implement ACP. In addition, they indicated that the improvement of doctor-patient communication ability, the improvement of community medical environment, the support of government policy, and the training of CHWs were the promoting factors influencing their implementation of ACP. The hindrance factors include insufficient allocation of community health human resources, imperfect ACP legislation in China, and deep-rooted traditional culture.ConclusionFindings demonstrated that Chinese CHWs tend to support the implementation of ACP, but their willingness to implement is affected by different factors. CHSCs should actively organize standardized ACP training and comprehensively consider community medical environment, organizational norms, and human resources in implementation of ACP.

Project description:This study proposed an extended theory of planned behavior (TPB) to examine the factors that influence pre-service teachers' intention to use technology-enabled learning, using constructivist pedagogical beliefs (CPB) and information and communication technologies (ICT) competencies as antecedent variables for attitudes, subjective norms (SNs), and perceived behavioral control. An online study was conducted with a random sample of pre-service teachers from 7 universities in China, and 811 validated questionnaires were obtained. The results showed that the extended TPB model explained 75% of the variance in intention; attitude, SNs, and perceived behavioral control had a positive and significant effect on intention. Furthermore, SNs had a positive and significant effect on attitude and perceived behavioral control. CPB were the antecedent variables for attitude, SNs, perceived behavioral control, and ICT competencies. ICT competencies were the antecedent variable for SNs and perceived behavioral control. Additionally, through multi-group analysis, this study found significant differences in path relationships between the lower and higher-grade groups. The effect of perceived behavioral control on intention diminished with increased grade level. The effect of SNs on perceived behavioral control reduced. The effect of CPB on attitude and perceived behavioral control on intention diminished. The effect of SNs on attitude increased. This study verified that adding the relationship between antecedent variables of theoretical factors and theoretical factors is an effective way to expand TPB and provided a reference for future studies to focus on the related intention of pre-service teachers. Furthermore, it recommends that Chinese universities should eliminate the hindering influence of CPB, ICT competencies, attitudes, SNs, and perceived behavioral control in the process of preparing pre-service teachers. They should also pay attention to the individual differences of students in different grades and the problems that arise in the existing training.

Dataset Information

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior.

Introduction

Methods

Results

Discussion

Publications

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets