Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

P.C. Abrami; C. Poulsen; B. Chambers

doi:10.1080/0144341032000160146

Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

P.C. Abrami, C. Poulsen, B. Chambers

Institute for Effective Education

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Abstract

This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation.

Original language	English
Pages (from-to)	201-216
Number of pages	15
Journal	Educational Psychology
Volume	24
Issue number	2
DOIs	https://doi.org/10.1080/0144341032000160146
Publication status	Published - Apr 2004

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10.1080/0144341032000160146

http://dx.doi.org/10.1080/0144341032000160146

Cite this

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abstract = "This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation.",

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