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

• Main Author: McCarthy-Dwyer, Doreen Mary
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1993
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/5063/; https://research.library.mun.ca/5063/1/Dwyer_McCarthyDoreenMary.pdf; https://research.library.mun.ca/5063/3/Dwyer_McCarthyDoreenMary.pdf

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 ...