Results of a study using the CBAM model on the challenges faced by teachers during curriculum implementation
DOI:
https://doi.org/10.56380/mjer.v30.2.4Keywords:
curriculum, pilot, concernAbstract
In accordance with the action plan for the renewal of the pre-primary and general education curricula and textbooks, the development and pilot testing of the primary education curriculum and instructional materials were organized during the 2024–2025 academic year. This article presents the results of a study examining the concerns of primary school teachers during the pilot testing of the primary education curriculum, student handbooks, and workbooks, using the CBAM (Concerns-Based Adoption Model) framework. The study involved a total of 101 primary school teachers, 31 vice-principals of primary education from 24 schools in the capital city and rural areas and specialists from the Department of Education. The results of the study show that teachers' highest levels of concern are concentrated in the Stages of Concern related to Information (75.2%), Personal (75.9%), Management/Task (54.4%), and Collaboration (65.4%). This study demonstrated that using CBAM to introduce innovation, particularly to successfully implement innovation in the education sector, is effective for understanding the concerns of stakeholders, providing professional development support based on those concerns, and planning for diverse collaboration.
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