A study of the levels of concerns of elementary classroom teachers regarding the implementation of resource-based learning

McCarthy-Dwyer, Doreen Mary (1993) A study of the levels of concerns of elementary classroom teachers regarding the implementation of resource-based learning. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (18MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The main aim of this study was to ascertain the concerns of classroom teachers regarding the implementation of resource-based learning in Newfoundland schools. Teachers' thoughts, perceptions and fears regarding this innovation represent their concerns. Several factors such as gender, age, size of student population, academic qualifications, date of last university study, teaching experience and the services of a full time learning resource teacher were studied to determine if they influenced the intensity of these concerns. The attitude of principals, learning resource teachers and classroom teachers was also examined to determine if differences existed in the levels of these concerns. -- The subjects for this study were 277 elementary (grades 4-8) classroom teachers who were employed with the Roman Catholic School Board for St. John's during the school year 1991-92. Data were received from 145 or 52.3 percent of the sample. -- The data were gathered by using a self-administered questionnaire which consisted of a modified version of the Stages of Concern Questionnaire, as well as questions designed to gather demographic and implementation data about the subjects. Stratification into various sub-groups was based on the responses to these questions. -- The teachers who responded expressed varying levels of intensity on the seven Stages of Concern: Awareness, Informational, Personal, Management, Consequence, Collaboration and Refocusing. The majority of teachers (83.5 percent) had their highest level of concern on the self-oriented concerns - Awareness, Informational, Personal and Management. This indicates that these teachers need more general information about resource-based learning, what it is, how it works, what will be required to implement it and what are its long terms effects. -- The study found that gender was of minimum significance and did not influence the concerns of classroom teachers. -- Age resulted in differences between the youngest and oldest classroom teachers on the Informational and Personal Stages. The results indicate that the youngest classroom teachers expressed intense personal concerns. -- The size of the student population did not result in any significant differences in the intensity of concerns. Classroom teachers working with smaller student populations indicated intense managerial concerns. -- Academic qualifications resulted in statistically significant differenes for classroom teachers with doctorate degrees but only at the awareness level. -- The date of last university study in the area of education was of minimum significance and did not influence the concerns of classroom teachers. -- The study found that the less experienced classroom teachers expressed high levels of self-oriented concerns. -- The services of a full time learning resource teacher resulted in statistically significant differences for classroom teachers but only at the informational level. -- The attitude of the principal towards learning resource programs resulted in some differences on the first three stages. The more favourable the principal's attitude was towards learning resource programs, the lower the intensity of the classroom teachers' concerns. -- The attitude of the learning resource teacher towards learning resource programs resulted in some differences on the self-oriented stages. Classroom teachers working with the learning resource teacher with the most favourable attitude towards learning resource programs had resolved their self-oriented concerns and had now reached the task and impact levels. -- The attitude of classroom teachers towards learning resource programs resulted in differences in the intensity of concerns. Classroom teachers with favourable attitudes towards learning resource programs expressed low levels of self-oriented concerns but high levels of impact concerns.

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