Page 49 - 2018_Jour_85-1_Societal-Issues

Schools and Societal Issues 49

which is typically the case. In the case of the research study, the intervention was aimed at
the attitudes, subjective norms, and perceived behavior control of the teachers to influence
teacher self-reflection and practice successfully (Fishbein & Ajzen, 2011).
The extent to which an individual has the required opportunities and resources,
intends to perform the behavior, has control over internal (cognitive skills, knowledge, and
emotions) and external (situations or environment) factors, and puts forth effort determines
the degree of control and success of the behavioral goal (Ajzen, 1985, 1991). Similarly, the
effort expended to bring a course of behavior to successful conclusion is likely to increase
with perceived behavioral control (Ajzen, 1991). Ensuring sustainability of the behavior
change depends on the “strong arguments contained in a persuasive communication, which
is facilitated by such motivating factors as the personal relevance of the message, the need
for cognition, the match between the functions served by the attitude and the content of
the message” (Ajzen, 2012, p. 370).

Figure 1. The theory of planned behavior (Fishbein & Ajzen, 2010).

Research Sites and Demographics of Participants’ Classes
The participants in this study were selected from an urban school district, District
Z Public Schools, in Central Connecticut within the Connecticut State Department of
Education District Resource Group (DRG) H. DRGs in Connecticut range from DRG
A to I, representing wealthy to disadvantaged school districts based on socioeconomic
status. Data from the school district’s 2012–2013 Strategic School Profile (Connecticut
State Department of Education, 2012) stated that the town’s median income was
$20,597. The district’s 12 schools included 8,153 students in prekindergarten (PK)
through Grade 12. Of the 482 general education teachers and instructors in the district,
the average experience in education was 14 years; 71% had earned a master’s degree. Per-
pupil expenditure in the area of instructional staff and services was $12,854. Facts about
the district included a prevalence of three race/ethnic groups, including 48% Hispanic,
34% White, and 12% Black; 70% of K-12 students were eligible for free/reduced-price
meals; 12% of K-12 students were not fluent in English; and 15% of PK-12 students were
receiving special education services. Standardized test scores had been below the state
average, with anywhere from 29% to 61% of students at the goal level or above in all areas
of the Connecticut Mastery Test for students in Grades 3 to 8 and between 17% and 34%
at the goal level or above on the Connecticut Aptitude Performance Tests for students