An Analysis of the Factors Influencing the Acceptance of Curriculum Innovations among Elementary School Teachers Based on the Concern-Based Adoption Model (CBAM)

Document Type : research paper

Authors

1 Associate Professor, Department of Educational Sciences, University of Kurdistan

2 PhD. Candidate of Planning of Higher Education Development, University of Kurdistan, Sanandaj, Iran

3 Graduated in Curriculum Development, University of Kurdistan, Sanandaj, Iran

Abstract

Background and Objectives:  The acceptance of curriculum innovations requires a precise understanding of the factors that influence it. This study was conducted with the aim of identifying and prioritizing the factors affecting the acceptance of curriculum innovations among elementary school teachers in Sanandaj, based on the Concern-Based Adoption Model (CBAM). Methods: A quantitative research approach and specifically a descriptive-survey strategy were used. The statistical population of the study was 298 elementary school teachers in Sanandaj. The sampling technique was simple random method. The data collection instrument in this study was a researcher-made questionnaire with 37 questions and a five-point Likert scale. Descriptive statistics and non-parametric tests were used to analyze the results due to the non-normality of the data. Parametric tests of Multivariate Analysis Of Variance And Independent T-tests were used for mean comparisons. All statistical analyses were performed using SPSS version 26 software. Findings: The results of the study showed that the main concern of teachers in dealing with curriculum innovations is related to the stages of knowledge and information and personal components, which have the highest mean. Also, teachers' levels of concern were not significant in relation to work experience, educational degree, and gender, while the field of study showed a significant difference between the groups (0.048) in the cooperation variable at the 0.05 level. Conclusion: Factors such as work experience, educational qualifications, and gender do not have a significant effect on teachers' levels of concern. In contrast, the existence of a significant difference between the field of study and the collaboration variable indicates the importance and tangible role of scientific fields in educational interactions. Therefore, it is necessary to provide targeted training and necessary supports to promote collaboration and strengthen teachers' knowledge. These measures can help facilitate the process of accepting curriculum innovations.

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