Resistance to Change: Teacher Variables That May Influence Acceptance of Curriculum-Based Measurement

Research indicates that the use of Curriculum Based Measurement (CBM) as a screening and formative assessment tool in school settings increases student academic performance across subject areas. Still, many teachers harbor resistance towards using it in the classroom. In schools that have implemented CBM, teachers may use it sparingly or not at all. Few studies have examined the individual teacher factors that might influence this resistance to the implementation of CBM. This study examined three individual teacher variables (teacher burnout, self-efficacy, CBM acceptability) hypothesized to influence teacher implementation of CBM in their teaching. Data were collected from a rural public elementary school located in the Southeastern U.S. Fifty-seven classroom teachers and other faculty were administered surveys measuring the variables. Results indicated: educators who reported higher ratings of CBM acceptability were more likely to use CBM in more varied ways, and that educators who had a higher sense of self-efficacy in their instructional strategies were less likely to find CBM an acceptable educational practice. Educators who reported higher ratings of feelings of personal accomplishment (a subset of burnout) used CBM for more hours per week. Teachers of higher grades reported using CBM in fewer ways and for fewer hours each week.