The Use of Concern-Based Adaption Model in Identifying Teachers' Concern: the Case of the Revised Phil-informal Reading inventory

Abstract

INTRODUCTION

The existing Philippine Informal Reading Inventory (Phil-IRI) was revised to suit the K-12 Curriculum. Its revision raised several concerns among the teacher implementer. This study aimed to identify the stages of teachers' concerns on the adaption and implementation of the Revised Phil-IRI of selected Elementary School in the City Schools Division of Imus.

METHODS

A quantitative research method, particularly the descriptive research method was used in the first part of the study to describe and interpret the stages of concern of the teacher in the implementation of the innovation. The qualitative research in the form of structured interview was used to corroborate the result of the quantitative part of the research. 40 elementary school teachers were asked to respond to the Stages of Concern Questionnaire. Stages of Concern Questionnaire (SoCQ) data was interpreted at several different levels of detail and abstraction.

RESULTS

Findings revealed that teachers of most of the schools have "Intense unconcerned profile with a negative one-two split with tailing up at refocusing stage.” Personal concern is higher than Informational. These profiles depict teachers with various degrees of doubt and potential resistance in adapting the Revised Phil-IRI. Since Personal concerns overrides Informational concerns, the teachers' concern about the innovation's effect on personal position are greater than the desire to learn more about the innovation. Furthermore, majority of teachers in the school do not consider implementing the innovation. The tailing up at Refocusing concern profile is dominant among the schools. This suggests that if the teachers will implement the innovation, they have ideas of how to do it differently. These ideas may be positive, but more likely to be negative toward the innovation. Stages of concerns of teachers in terms of length of teaching experience, teaching position, and school served do not significantly differ.

DISCUSSIONS

Results suggest that top management should encourage the teachers to act on their concerns for program improvement, respect and encourage their interest for finding a better way, and be aware of and willing to accept the fact that teachers may replace or significantly modify the existing innovations.