Extended theory of planned behavior: a contextual framework for school mathematics reform

International Journal of Evaluation and Research in Education (IJERE) 2026 Open access

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Authors: Prince Hamid Armah, Robert Benjamin Armah, Dennis Osei Yeboah, Matilda Sarpong Adusei
DOI: 10.11591/ijere.v15i1.36495
Cited by: 0

Abstract

This study extends the theory of planned behavior (TPB) by testing a structural equation model that incorporates teachers perceived contextual support in explaining implementation of a problem-solving mathematics curriculum reform in Ghana. Using cross-sectional survey data from 368 primary teachers, we measured attitude, subjective norm, perceived behavioral control, intention, self-reported implementation behavior, and contextual support. Confirmatory factor analysis (CFA) supported the measurement model. Structural equation modelling (SEM) showed that attitude (β=.38, p

Fields of Study & Subjects

Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies Behavioral Health and Interventions

Publication details

Journal / source
International Journal of Evaluation and Research in Education (IJERE)
Volume
15
Issue
1
Pages
725–725
Publication date
1 February 2026