Behavioral intentions of technology teachers to implement an engineering-focused curriculum

Abstract

Abstract Background Teaching engineering at a high school level has been a subject of substantial concern during recent curriculum reforms. Many countries are increasingly including engineering-focused subjects in their technology curriculum guidelines. However, technology teachers face challenges regarding the optimal implementation of an engineering-focused curriculum. It is essential to understand technology teachers’ perceptions of and behavior in classroom practices when teaching an engineering-focused curriculum. To explore the factors influencing the effective implementation of the curriculum, this study aimed to explore the association between technology teachers’ perceptions regarding curriculum guidelines (i.e., perceived ease of use, perceived usefulness, and beliefs) and their behavioral intentions. In addition, this study explored how these perceptions change for teachers who participated in a professional development program (PDP) for teaching an engineering-focused curriculum compared with those who did not participate in the program (NoPDP). Results In this study, structural equation modeling was used to investigate factors potentially influencing teachers’ behavioral intentions, including subjective norms and perceived behavioral control. The results showed that technology teachers’ behavioral intentions were influenced by their perceptions of the curriculum's usefulness. Subjective norms and perceived behavioral control were also significant determinants of behavioral intentions. Moreover, the results differed between the two groups. Perceived usefulness had direct and indirect effects on the behavioral intentions of the PDP and NoPDP groups, respectively. Conclusions We constructed a model of technology teachers’ behavioral intentions to implement an engineering-focused curriculum and identified factors influencing technology teachers’ behavioral intentions to implement an engineering-focused curriculum. Our conclusions are as follows: (1) the model was adequate for determining the factors influencing technology teachers’ behavioral intentions; (2) in the PDP group, perceived usefulness, subjective norms, and perceived behavioral control were significantly associated with behavioral intentions; and (3) in the NoPDP group, perceived usefulness and perceived ease of use were associated with behavioral intentions and self-reported behavior only via the mediating factor of beliefs. The above influencing factors should be taken into account when planning professional development programs for pre- and in-service teachers, as these programs will have implications regarding the successful implementation of an engineering-focused curriculum.