A Structural Equation Model of Teachers' Attitudes towards Constructivist Curriculum Change

Autor/inn/en	Akin-Sabuncu, Sibel; Calik, Basak
Titel	A Structural Equation Model of Teachers' Attitudes towards Constructivist Curriculum Change
Quelle	In: International Journal of Curriculum and Instructional Studies, 13 (2023) 1, S.123-157 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akin-Sabuncu, Sibel) ORCID (Calik, Basak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Teacher Attitudes; Educational Change; Curriculum Development; Elementary School Teachers; Middle School Teachers; High School Teachers; Self Efficacy; Constructivism (Learning); Predictor Variables; Correlation; Faculty Development; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Self-efficacy; Selbstwirksamkeit; Prädiktor; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	This study explores the relationships between teachers' beliefs about teaching, self-efficacy beliefs for teaching and their attitude towards the implementation of curriculum change through the mediating role of their readiness for change. In so doing, the study seeks to suggest an advanced approach to manifest the complex relations among the investigated variables. Designed as correlational research, the study included 422 teachers selected through cluster random sampling from elementary, middle, and high schools. The data were collected through four scales and a demographic information form. Structural equation modeling was performed to investigate the relationships between latent variables. The findings indicated that teachers' beliefs about teaching, self-efficacy beliefs, and readiness for change are significant predictors of teachers' attitudes towards the constructivist curriculum change. However, the contribution of each component differed on the two sub-dimensions: getting information about and implementation of constructivist curriculum. In addition, a mediation effect of teachers' emotional and intentional readiness was found for constructivist teaching beliefs. The findings imply that teachers' self-efficacy and general beliefs about teaching are critical in acknowledging the curriculum reform and thereby, teachers should be given a voice in curriculum development. This might encourage them to be the agents of change rather than the deliverers of the curriculum, which, in turn, might strengthen their beliefs and attitudes regarding the curriculum change. Given the significant role of teachers' emotional and intentional readiness for change, the findings further offer insights to policymakers to provide teachers with professional development opportunities for the success and sustainability of curriculum reforms. [This article includes an extended summary in Turkish.] (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01