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

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

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 © 2014 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)83-97
JournalEducational Research and Evaluation
Volume20
Issue number2
Early online dateJan 2014
DOIs
Publication statusPublished - 2014

Fingerprint

teacher
school
self-efficacy
Hong Kong
regression analysis
secondary school
Group

Citation

Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the theory of planned behaviour. Educational Research and Evaluation, 20(2), 83-97.

Keywords

  • Rasch measurement
  • Theory of planned behaviour
  • School-based assessment
  • Teachers