THE DEVELOPMENTAL STAGES OF CONCERN OF TEACHERS TOWARD THE IMPLEMENTATION OF THE INFORMATION TECHNOLOGY CURRICULUM

Change is best carried out by individual teachers, and, thus, identifying and resolving teachers ’ concerns about an innovation is imperative in guiding the change process to a successful point of implementation. The purpose of this study was to identify concerns that teachers experienced when implementing the Information Technology curriculum in all intermediate schools in Kuwait and to examine the relationships among teachers ’ reported stages of concern and other factors, such as gender and experience. The stages of concern, one dimension of the Concerns-Based Adoption Model (CBAM), was applied to reveal teachers ’ concerns. The Stages of Concern Questionnaire (SoCQ) and a demographic survey were completed by 248 respondents. The SoCQ measures seven stages of concern that reflect three dimensions: self (awareness, informational, and personal); task (management); and impact (consequence, collaboration, and refocusing). Group profile analysis revealed that teachers had four high concerns related to collaboration, personal, refocusing, and informational stages. Teachers also reported low concerns at the management and awareness stages. Both females and males reported collaboration as their greater concern. Teachers with more years of experience reported higher impact concerns. The analysis of individuals ’ peak concerns revealed that the i