Author(s)

Rubananthan a/l Paramasveran, Nurfaradilla Mohamad Nasri

Faculty of Education, National University of Malaysia, Bangi, Malaysia.

This study aims to identify the stage of teachers’ concerns in the implementation and practices of i-THINK. The Concern Based Adoption Model (CBAM) has been used to determine the level of teachers’ concerns whilst the Stage of Concern Questionnaire (SoCQ) has been adapted to fit the Malaysian context. A total of 153 primary school teachers in Sarawak were selected by a simple sampling technique. Finding demonstrate “non-user” profile as teachers showed a high percentage of teachers’ concerns at Stage 0 (Awareness), Stage 1 (Information), Stage 2 (Personal) and Stage (Management), while a low percentage at Stage 4 (Consequence) and stage 5 (Collaboration). All teachers in this study exhibit tailing up at level 6 (Refocus) which is interpreted as teachers who refuse to change and who lack confidence in the effectiveness of i-THINK. However, the percentage of teachers’ concerns at Stage 1 was higher than Stage 2 which indicates teachers are interested and are open to the implementation of i-THINK in the classroom, but they still need more information and exposure towards i-THINK. Hence to plan periodical in-service teachers’ training on the i-THINK Programme, education specialists can use the findings of this study.

i-THINK, Level of Concerns, Teaching Practices, Training in Service, CBAM

Paramasveran, R. and Nasri, N. (2018) Teachers’ Concerns on the Implementation and Practices of i-THINK with Concern Based Adoption Model (CBAM). Creative Education, 9, 2183-2191. doi: 10.4236/ce.2018.914159.