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

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.

Notes

Corresponding author: Centre for the Study of Learning and Performance, Concordia University, 1455 de Maisonneuve Blvd. West, Montreal, Quebec, Canada H3G 1M8. Email: [email protected]

Catherine Poulsen is now at the Department of Psychology, University of Maine. Bette Chambers is now at the Success For All Foundation, Baltimore, Maryland.