Which motivational factors and organizational capacity affect the implementation process of a new educational program at secondary school?

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Autor/Urheber	Dellisse, Sébastien; Galand, Benoît; Dumay, Xavier; Dupriez, Vincent; ICM - 15th International Conference on Motivation 2016 The odyssey to the Ithaca of learning: Motivated persons, challenging contexts
Titel	Which motivational factors and organizational capacity affect the implementation process of a new educational program at secondary school?
Quelle	Aus: boreal:179813. (2016) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Implementation; Teaching pratice; Motivation; Organizational capacity
Abstract	The literature on policy implementation in education has largely come to the conclusion that implementing instructional change at a large-scale level is a substantial challenge. For a long time, researchers have aimed at identifying the mechanisms explaining the deviations between the political intentions of the reforms and the teachers' work. Recently, different researchers have focused on the implementation process to understand how to promote implementation. Other researchers have been more interested in individual or collective factors affecting implementation. In a review of literature Durlak and DuPre (2008) highlight factors like self-efficacy or collaboration could have effects on the implementation process. In a first time, our research attempt to understand how motivational aspect, more precisely self-efficacy and task-value, and organizational capacity, like collaboration and the support of educative team, affect the implementation. In a second time, we try to understand how individual and collective factors interact with each other and affect the implementation process. To answer those questions, we conducted an experimental study in 12 Belgian secondary school and 55 teachers were involved. They have received an educational program based on reading and writing strategies to implement. Data were collected through questionnaires validated by factor analysis and Cronbach's alphas. Preliminary analyses shows that there is a positive and significant correlation between the value given by teachers to reading and writing strategies and the teaching practices promote during the intervention. It seems also that teachers who collaborate around program activities are more likely to implement faithfully the program.
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