Behavioral intentions of technology teachers to implement an engineering-focused curriculum

Abstract Background Teaching engineering at a high school level has been subject of substantial concern during recent curriculum reforms. Many countries are increasingly including engineering-focused subjects in their technology guidelines. However, teachers face challenges regarding the optimal implementation an curriculum. It is essential to understand teachers’ perceptions and behavior classroom practices when teaching To explore factors influencing effective curriculum, this study aimed association between guidelines (i.e., perceived ease use, usefulness, beliefs) behavioral intentions. In addition, explored how these change for who participated professional development program (PDP) compared with those did not participate (NoPDP). Results study, structural equation modeling was used investigate potentially intentions, subjective norms control. The results showed that intentions were influenced by curriculum's usefulness. Subjective control also significant determinants Moreover, differed two groups. Perceived usefulness had direct indirect effects on PDP NoPDP groups, respectively. Conclusions We constructed model implement identified Our conclusions as follows: (1) adequate determining intentions; (2) group, norms, significantly associated (3) use self-reported only via mediating factor beliefs. above should be taken into account planning programs pre- in-service teachers, will have implications successful