The Impact of Secondary Teachers’ Motivational Beliefs on Their Intent To Accept Brain-Based Teaching

Abstract

Limited information exists in the Mind, Brain, and Education (MBE) field regarding teachers’ intent to accept brain-based teaching (BBT). The purpose of this study was to investigate the role of motivational beliefs on secondary teachers’ intent to accept BBT through the lens of Social Cognitive Theory and the Technology Acceptance Model. The study also evaluated the validity of a newly adapted BBT Acceptance Intent scale. The BBT Acceptance Intent scale was evaluated favorably and used as the dependent variable in the regression models. A sequential regression assessed the degree of variance in BBT Acceptance Intent based on secondary teachers’ (N = 182) motivational beliefs controlling for knowledge, prior experience with BBT, and years teaching. The full model predicted 53% of the variance in BBT Acceptance Intent and revealed previous BBT experience, BBT subjective task value, and BBT perceived ease of use were the most significant predictors. Implications for researchers and educators are discussed in order to optimize professional development and accelerate MBE application in the context of emerging educational innovations.