Publication Date

Summer 2017

Advisor(s) - Committee Chair

Lisa Duffin (Director), Jennifer Cribbs, Pamela Petty, and Tony Norman

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education

Abstract

The purpose of this study was to investigate the use of the Theory of Planned Behavior (TPB) as a predictive model for secondary (i.e., grades six through twelve) teachers’ intent to implement instruction aligned to the Common Core State Standards. Two differing TPB models were investigated utilizing a regression analysis. The first model included TPB elements including attitude, subjective norms, and perceived behavioral control (i.e., self-efficacy) while the second model included two additional measures including perceived knowledge and accurate knowledge. Because a measure for secondary teachers’ sense of efficacy for literacy instruction did not exist to measure the construct in the TPB theoretical model, a scale was created and an initial validation study was conducted on the scale. Overall, subjective norms were a significant predictor of secondary teachers’ intent to implement literacy instruction across both TPB models. Sense of efficacy was a significant contributor in the original model, yet it did not demonstrate significance in the second model when knowledge was entered. Perceived knowledge was a significant predictor in the second model.

Disciplines

Educational Psychology | Language and Literacy Education | Secondary Education

Available for download on Thursday, August 08, 2019

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