Teacher's Intentions and Practices to Adopt Advance Learning Strategies: An Extended Theory of Planned Behavior

Abstract

The study explores teachers' intentions and practices to adopt advance learning strategies based on the model of theory of planned behavior. The objectives of the study were; to examine the key factors influencing teachers' prior experience to adopt advanced learning strategies; to explore the influence of teachers' prior experience and familiarity with advanced learning strategies on their attitude; to assess the relationship between teachers' attitude towards advanced learning strategies and their intentions to integrate these strategies into their learning practices; to provide practical recommendations and insight for educational policy makers, school administrators, and teacher training programs. The design of the study was quantitative research design and it was a descriptive research in nature. All the secondary school teachers who taught 9th and 10th students in district multan counted as the population of the study. Research used a simple random sampling technique for the selection of sample and selected 250 secondary school teachers. Questionnaire was used as a research tool and data was collected through this tool from the respondents. That tool was pilot tested and the overall reliability of the questionnaire was coefficient Alpha 0.858. The research visited the concerned population for sample collection and collected data from secondary school teachers (250). The study concluded that secondary school teachers find advanced learning strategies effective in improving student engagement and enjoyable to implement. Moreover it was concluded that they have the necessary resources and support to integrate advanced learning strategies into their teaching practices. The study may recommend that give secondary school teachers time management training and resources. Workshops or tools may help teachers integrate advanced learning practices.