1. On the Elusive Nature of Measuring Teacher Change: An Examination of the Stages of Concern Questionnaire 指導教授： Chen, Ming-puu 報 告 者： Weng, Chung-ming 報告日期： 2007/05/05 Paul G. S. & Ann R. C.(1999). On the elusive nature of measuring teacher change: An Examination of the Stages of Concern Questionnaire. Evaluation and Research in Education, 13(1),3-17.

2. Introduction  Investigated the quality of data gathered from the Stages of Concern Questionnaire (SoCQ)  Two hypotheses: 1.The subscales of Awareness and Refocusing lack reliability and should be removed from consideration in the SoCQ instrument; 2.Reorganising the seven-stage SoCQ into a five-stage questionnaire can provide more representative data about levels of concern.  Results of the study supported the first hypothesis but did not support the second hypothesis.

3. Background  CBAM proposes seven stages of concern as teachers implement a new innovation: Awareness, Information, Personal, Management, Consequence, Collaboration, and Refocusing.  A Likert-scale instrument called the Stages of Concern Questionnaire (SoCQ) was developed to provide quantitative data reflective of the CBAM stages of concern (Hall & Loucks, 1978; Hall et al., 1986).

4. Theoretical Framework  The authors found low reliability estimates for the Awareness stage (0.42) and the Refocusing stage (0.61).  Five factors were found to provide the best model to fit the data for the 35 items.  The Bailey and Palsha factor analysis produced a five factor, 35-item model with Cronbach-alpha reliability estimates of 0.83 for Awareness, 0.81 for Personal, 0.79 for Management, 0.74 for Impact, and 0.60 for Collaboration.

5. Design  Two phases  The first phase focused on the original SoCQ and the revision of the SoCQ suggested by Bailey and Palsha (1992).  The second phase revised 27-item, five-stage SoCQ

6. Procedure  Determine whether particular items among the 35 questions might be eliminated from the instrument or whether parameters might be freed to load on additional factors  A revised 27-item, five-stage SoCQ emerged which became the primary object of study in the second phase

9. Squared Multiple Correlation  The SMC provides a notion of the extent of the relationship between an item and its assigned construct (the generally low SMC values may have resulted from reduced variance for the pre-test data sample).  Squared Multiple Correlation (SMC) values for items of the modified SoCQ ranged from 0.010 to 0.634.

10. Participants  Data for the first phase of the study were gathered from 376 algebra teachers who attended a seven day inservice programme at one of 16 sites across the state of North Carolina during summer, 1992.  Data for the second phase came from 273 algebra teachers who participated in the same seven-day inservice programme at one of 17 sites across North Carolina during summer, 1993.

11. Materials  Teachers completed the 35-item SoCQ form (Hall et al., 1986) on the first day of the training.  This questionnaire contained Likert items with seven response categories ranging from 0 = irrelevant to me, 1 = not true of me now, to 7 = very true of me now.  Preceding the administration of the questionnaire, teachers were given written examples demonstrating how to classify varying degrees of concern.

12. Results- First phase study

13.  For the original 35-item SoCQ, reliabilities of the Awareness and Refocusing subscales were very low (0.45 and 0.52, respectively).  For the modified 35-item five-factor SoCQ, general improvement in the Cronbach-alpha values was found over those of the original instrument  This outcome agreed with the results of Bailey and Palsha. Results for the modified 27-item five-factor SoCQ are from the second phase study.

14. Results-Second phase study

16. Summary  Provide a cautionary note for staff developers and researchers using the SoCQ concerning the elusive nature of measuring teacher change.  Recommendations of the study included omitting the two stages of Awareness and Refocusing from the original seven-stage questionnaire due to their low reliability, and attempting to validate information generated from the remaining stages using additional data sources.