Comparing three attitude-behavior theories for predicting science teachers' intentions

• Published in: Journal of research in science teaching Vol. 39; no. 9; pp. 819 - 844
• Main Author: Zint, Michaela
• Format: Journal Article
• Language: English
• Published: New York Wiley Subscription Services, Inc., A Wiley Company 01.11.2002; Wiley
• Subjects: Curriculum subjects: programmes and methods; Educational research; Educational sciences; Environmental Education; Exact and natural sciences; Methodology; Prediction; Science Instruction; Science Teachers; Secondary Education; Teacher Attitudes; Teaching methods; USA; Teacher; Psychological Analysis; Behaviour; Forecasting; Teacher attitude
• ISSN: 0022-4308; 1098-2736
• DOI: 10.1002/tea.10047

Social psychologists' attitude‐behavior theories can contribute to understanding science teachers' behaviors. Such understanding can, in turn, be used to improve professional development. This article describes leading attitude‐behavior theories and summarizes results from past tests of these theories. A study predicting science teachers' intention to incorporate environmental risk education based on these theories is also reported. Data for that study were collected through a mail questionnaire (n = 1336, radjusted = 80%) and analyzed using confirmatory factor and multiple regression analysis. All determinants of intention to act in the Theory of Reasoned Action and Theory of Planned Behavior and some determinants in the Theory of Trying predicted science teachers' environmental risk education intentions. Given the consistency of results across studies, the Theory of Planned Behavior augmented with past behavior is concluded to provide the best attitude‐behavior model for predicting science teachers' intention to act. Thus, science teachers' attitude toward the behavior, perceived behavioral control, and subjective norm need to be enhanced to modify their behavior. Based on the Theory of Trying, improving their attitude toward the process and toward success, and expectations of success may also result in changes. Future research should focus on identifying determinants that can further enhance the ability of these theories to predict and explain science teachers' behaviors. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 819–844, 2002