Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior
IntroductionIn 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 cl...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1269954/full |
| _version_ | 1797263443972063232 |
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| author | Christophe Dierendonck Débora Poncelet Mélanie Tinnes-Vigne |
| author_facet | Christophe Dierendonck Débora Poncelet Mélanie Tinnes-Vigne |
| author_sort | Christophe Dierendonck |
| collection | DOAJ |
| description | IntroductionIn 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.MethodsTeachers 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.ResultsIf 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.DiscussionThe relevance of the TPB for studying teaching practices and implications for professional training are discussed. |
| first_indexed | 2024-04-25T00:13:06Z |
| format | Article |
| id | doaj.art-17799ca2718c446186756b28d5dbaf3c |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-25T00:13:06Z |
| publishDate | 2024-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-17799ca2718c446186756b28d5dbaf3c2024-03-13T09:16:32ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-03-011510.3389/fpsyg.2024.12699541269954Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behaviorChristophe DierendonckDébora PonceletMélanie Tinnes-VigneIntroductionIn 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.MethodsTeachers 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.ResultsIf 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.DiscussionThe relevance of the TPB for studying teaching practices and implications for professional training are discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1269954/fulltheory of planned behaviorteaching practicescompetency-based practicesdifferentiated instructionformative assessmentconfirmatory factor analysis |
| spellingShingle | Christophe Dierendonck Débora Poncelet Mélanie Tinnes-Vigne Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior Frontiers in Psychology theory of planned behavior teaching practices competency-based practices differentiated instruction formative assessment confirmatory factor analysis |
| title | Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior |
| title_full | Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior |
| title_fullStr | Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior |
| title_full_unstemmed | Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior |
| title_short | Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior |
| title_sort | why teachers do or do not implement recommended teaching practices an application of the theory of planned behavior |
| topic | theory of planned behavior teaching practices competency-based practices differentiated instruction formative assessment confirmatory factor analysis |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1269954/full |
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