DEVELOPING SCALE TO ASSESS TEACHERS' BEHAVIOUR FOR IMPLEMENTING THE 2018 GENERAL EDUCATION PROGRAM: A STUDY BASED ON THE THEORY OF PLANNED BEHAVIOR
DOI:
https://doi.org/10.18173/2354-1075.2024-0018Keywords:
scale, behaviour, teacher, TPB, CFAAbstract
Drawing on the TPB theory and the CBAM model to analyze teachers' attitudes toward innovation in curriculum development, this study has developed a scale to identify factors influencing the behavior of middle school teachers in implementing the 2018 general education program. Our survey was conducted online, involving 250 middle school teachers representing diverse regional characteristics. Structural equation analysis of the results demonstrated the scale's reliability and validity, effectively identifying factors affecting teachers' behavioral intention to implement the 2018 program. The primary factors influencing the behavioral intentions of Vietnamese secondary school teachers towards the 2018 program were found to be subjective norms, personal autonomy, and teachers' attitudes, aligning with research from other countries. Additionally, by delving into broader literature and discussion, we propose that our findings can contribute to studies on behavioral intention to implement the 2018 curriculum and innovation in education more broadly, particularly for school teachers.
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