Using the Theory of Planned Behavior to explore teachers’ intentions to engage in ongoing teacher professional learning

Abstract

The purpose of this study was to examine the factors influencing teachers’ intentions to engage in professional learning on the mathematics Common Core State Standards (CCSS). The aim was to identify specific factors teachers encounter that impinge upon or facilitates implementing new instructional practices. Ajzen’s (1991) theory of planned behavior was used to examine the influence of three constructs (attitude toward the behavior, subjective norms, and perceived behavioral control) on teachers’ intentions to implement the instructional expectations associated with the CCSS in mathematics. Data for this quantitative study was collected from 152 teachers in an urban school district in California. The result of the study provides support for the adequacy of the theory of planned behavior for predicting and understanding teachers’ behavioral intention toward professional learning. Intention was predicted significantly by perceived behavioral control, subjective norm and attitude toward the behavior.