Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 13 Number: 1 Page: 3–17
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On the Elusive Nature of Measuring Teacher Change: An Examination of the Stages of Concern Questionnaire
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Paul G. Shotsberger and Ann R. Crawford
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This study builds on the work of Bailey and Palsha (1992), which investigated the quality of data gathered from the Stages of Concern Questionnaire (SoCQ), an instrument based on the Concerns Based Adoption
Model (CBAM) for measuring teacher concerns during a reform effort. The present study examined two hypotheses: (1) the subscales of Awareness and Refocusing lack reliability and should be removed from consideration
in the SoCQ instrument; and (2) reorganising the seven-stage SoCQ into a five-stage questionnaire can provide more representative data aboutlevels of concern. Investigators examined data from two groups
of teachers involved in implementing a new algebra curriculum. Primary methods of inquiry included computing measures of internal consistency and conducting confirmatory factor analyses. Results of the
study supported the first hypothesis but did not support the second hypothesis. Collecting qualitative data that will identify teacher concerns more precisely is suggested as a means of validating SoCQ
data.
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