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A Case Study of Implementing an International Baccalaureate Middle Years Programme: Teachers' Motivation and Perceptions Towards Change

by Walters, Wayne

Abstract (Summary)
The International Baccalaureate Middle Years Programme (IB MYP) is a highly competitive and rigorous review process of a middle school curriculum that, if successful, results in the school’s acceptance in an international form of accreditation. The purpose of this qualitative case study was to explore the factors influencing teachers’ motivation and their perceptions towards change in initiating and implementing a new program called the International Baccalaureate Middle Years Programme (IB MYP) in a Colorado middle school. The following questions were considered: How do teachers become initially involved in the implementation of the IB MYP innovation? What levels of concern are experienced at various times during the innovation adoption process? What personal changes are encountered while implementing the IB MYP innovation? What attributes should a teacher possess in order to implement the IB MYP innovation? How confident are teachers in their ability to implement the IB MYP innovation? What level of self-efficacy influences teacher motivation to implement the IB MYP innovation? What meaning do teachers make of their experiences in implementing the IB MYP innovation? A survey (Stages of Concern Questionnaire), individual interviews and document analyses were used to obtain data for the study. It was found that teachers became initially involved in the implementation of the IB MYP through investigation and conversation with other staff. The levels of concern experienced at various times during the IB MYP innovation adoption process were primarily self concerns (awareness, informational and personal stages). The personal changes encountered while implementing the IB MYP innovation were behavioral changes in accordance with the IB MYP philosophy. The attributes a teacher should possess in order to implement the IB MYP innovation were attributes of ability and effort. Teachers were very confident in their ability to implement the IB MYP innovation. High levels of self-efficacy beliefs influenced teacher motivation to implement the IB MYP innovation. The meaning teachers made out of their experiences in implementing the IB MYP innovation were that the program had helped the school’s reputation and created a sense of pride among all stakeholders. Implications for the study are discussed.
Bibliographical Information:

Advisor:

School:Indiana University of Pennsylvania

School Location:USA - Pennsylvania

Source Type:Master's Thesis

Keywords:

ISBN:

Date of Publication:08/08/2007

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