The Theory of Planned Behaviour (TPB): Development, Validity and Reliability of an Instrument for measuring its Explanatory Constructs in Teacher Training Colleges in Tanzania
##article.subject##:
Reliability; Tanzania; Teacher training college; Theory of Planned Behaviour; Validity
##article.abstract##
The Theory of Planned Behaviour (TPB) stipulates that actual behaviour (AB) is predicted by behaviour intention (BI) and perceived behavioural control (PBC). In turn BI is predicted by attitude toward behaviour (ATB), subjective norm (SN) and PBC. ATB in turn, is predicted by behavioural beliefs and outcome evaluation (bboe); SN is predicted by normative beliefs and motivation to comply (nbmc); and PBC is predicted by control beliefs perceived facilitation (cbpf). Three question guided this study: To what extent was each of the explanatory constructs of TPB valid and reliable? Were the constructs independent? To what extent did the explanatory constructs in the TPB form a seven-factor structure? A sample of 184 from among educators in seven teacher training colleges (TTCs) in Tanzania responded to a questionnaire. Factor analysis, Cronbach alpha, and Pearson linear correlation were used for analysis. Hence, except the items of one construct (cbpfi), all the items of each of the remaining constructs were valid. However the constructs were highly inter-correlated. Lastly, only two constructs (PBC & cbpfi) were distinct. Hence the recommendation that researchers continue refining the explanatory constructs of the TPB.
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Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly, 15(1), 125-143. Retrieved from http://www.jstor.org/stable/249443
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Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. Retrieved from http://tqmp.org/Content/vol09-2/p079/p079.pdf
Apeanti, W. O. (2014). Prospective mathematics teachers’ perception about ICT integration in mathematics instruction in Ghana. Global Educational Research Journal, 2(10), 174-184. Retrieved from http://www.springjournals.net/full-articles/springjournals.netglobalarticlesindex=4apeanti.pdf?view=inline
Batiibwe, M. S. K., Bakkabulindi, F. E. K., & Mango, J. M. (2016). Validity and reliability of
the constructs of the TPACK framework in the context of teachers of quantitative disciplines in universities in Uganda. East African Journal of Educational Research and Policy, 11, 1-29.
Boyko, J. A., Lavis, J. N., Dobbins, M., & Souza, N. M. (2011). Reliability of a tool for measuring Theory of Planned Behaviour constructs for use in evaluating research use in policy making. Health Research Policy and Systems, 9. Retrieved from http://www.health-policy-systems.com/content/9/1/29
Chai, C. S., Ng, E. M., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modelling
technological pedagogical content knowledge framework among Asian pre-service teachers. Australasian Journal of Educational Technology, 29(1), 41-53.
Francis, J. J., Eccles, M. P., Johnston, M., Walker, A., Grimshaw, J., Foy, R., ... Bonetti, D. (2004). Constructing questionnaires based on the Theory of Planned Behaviour: A manual for health services researchers. Newcastle upon Tyne, UK: Centre for Health Services Research, University of Newcastle.
Fusilier, M., & Durlabhji, S. (2005). An exploration of student internet use in India: The Technological Acceptance Model and the Theory of Planned Behaviour. Campus-Wide Information Systems, 22(4), 233-246. Retrieved from http://dx.do.org/10.1108/10650740510617539
Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research to Practice Conference in Adult, Continuing and Community Education, 82-88. Retrieved from https://scholarworks.iupui.edu/bitstream/handle/1805/344/Gliem%20%26%20Gliem.pdf?sequence=1&isAllowed=y
Gonzalez, S. T., Lopez, M. N., Marcos, Y. Q., & Rodriguez-Marin, J. (2012). Development and validation of the Theory of Planned Behaviour Questionnaire in physical activity. The Spanish Journal of Psychology, 15 (2), 801-816. Retrieved from http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n2.38892
Kahn, J. H. (2006). Factor analysis in counselling psychology research, training and practice: Principals, advances, and applications. The Counselling Psychologist, 34, 684-718. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/0011000006286347
Lumpe, A. T., & Chambers, E. (2001). Assessing teachers’ context beliefs about technology use. Journal of Research on Technology in Education, 34(1), 93-107.
Matsunaga, M. (2010). How to factor-analyse your data right: Do’s, don’ts, and how-to’s. International Journal of Psychological Research, 3(1), 97-110.
Riebl, S. K., Estabrooks, P. A, Dunsmore, J. C., Savla, J, & Frisard, M. I., Dietrich, A. M., ... Davy, M. B. (2015). A systematic literature review and meta-analysis: The
Theory of Planned Behaviour’s application to understand and predict nutrition-related behaviours. Eating Behaviour, 18, 160-178. Retrieved from http://dox.doi.org/10.1016/j.eatbeh.2015.05.016
Rueda, S., Moriano, J. A., & Lina, F. (2015). Validating a Theory of Planned Behavior questionnaire to measure entrepreneurial intentions. In A. Fayolle, P. Kyro & F.
Linan (2015). Developing, shaping and growing entrepreneurship (pp. 60-78). Elgaronline. doi: 10.4337/9781784713584.00010
Sweet, S. A., & Grace-Martin, K. (2003). Data analysis with SPSS: A first course in applied Statistics (2nd ed.). Boston, MA: Pearson Education.
Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information System Research, 6(2), 145-176. doi: 1047.7047/95/0602/0144/501.25
Teo, T., & Lee C. B. (2010). Explaining the intention to use technology among student teachers: An application of the Theory of Planned Behaviour (TPB). Campus-Wide Information Systems, 27(2), 60-67. Retrieved from http://dx.doi.org/10.1108/10650741011033035
Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly, 15(1), 125-143. Retrieved from http://www.jstor.org/stable/249443
Wei, T., Sadikova, A. N., Barnard-Brak, L., Wang, E. W., & Sodikov, D. (2015). Exploring graduate students’ attitudes towards team research and their scholarly productivity: A survey guided by the Theory of Planned Behaviour. International Journal of Doctoral Studies, 10, 1-17. Retrieved from http://ijds.org/Volume10/IJDSv10p001-017Wei0558.pdf
Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. Retrieved from http://tqmp.org/Content/vol09-2/p079/p079.pdf
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2021-07-25
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