Predicting teachers' intentions to implement school-based assessment using the theory of planned behaviour

Predicting teachers' intentions to implement school-based assessment using the theory of planned behaviour

• Yan, Zi The Hong Kong Institute of Education

Educational Research and Evaluation, 20(2), 83-97, 2014

Routledge

2014

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

School-based Assessment Theory of Planned Behaviour Rasch Measurement Teachers

• Hong Kong

• 1997.7 onwards

• Secondary Education

The theory of planned behaviour (TPB) was used to explore the Hong Kong teachers' intentions to implement school-based assessment (SBA) and the predictors of those intentions. A total of 280 teachers from Hong Kong secondary schools who had been involved in SBA were surveyed. Rasch-calibrated teacher measures were calculated for each of the 6 variables – affective and instrumental attitude, subjective norm, self-efficacy, knowledge, and intention – regarding SBA. The results of hierarchical multiple regression analysis revealed that instrumental attitude and self-efficacy made significant contributions to predicting intentions to implement SBA. These 2 predictors explained 55.2% of the variance in intentions. The other 3 variables, that is, affective attitude, subject norm, and knowledge, did not have significant predictive power on the formation of intentions to implement SBA. Possible explanations and implications of the findings are discussed.
[Copyright © Routledge].

• English

Journal Articles

• 13803611

https://bibliography.lib.eduhk.hk/bibs/a32bca0a

2015-12-14