| This study explored factors that motivated 12 urban, elementary teachers to make self-initiated changes in their science teaching. Three questions guided the research: (1) What factors motivate teachers to decide to make self-initiated changes in their elementary science teaching? (2) What factors facilitate, support, and sustain teachers in their efforts to make self-initiated changes? (3) What differences exist between the factors that motivate any educational innovation and changes in science teaching?;Results from this study indicate teachers were motivated by: (1) the fit of the hands-on, inquiry approach with the way they want to teach, the way children learn, and their improvement efforts, (2) their personal interest in science, (3) the wish to provide their students with experiences they and their children were denied, and (4) students' interest in and response to hands-on, inquiry science teaching.;Findings confirm the relevancy of five propositions from the research literatures: (1) If a teacher is personally motivated, changes are likely to be made and maintained (Guskey, 1986; Havelock, 1969; Mann, 1986; Rogers & Shoemaker, 1971). (2) Teachers who make changes tend to be the most positive, confident, and effective; have a strong sense of efficacy; and believe that they can help all students learn (Fullan, 1982; Guskey, 1988; Hopkins, 1990; Lieberman & Miller, 1984; Mann, 1986). (3) Teachers with positive attitudes, knowledge, and experiences will develop the skills to teach more inquiry science (Dobey & Schafer, 1984). (4) If a teacher has incentives, rewards (Crandall et al., 1983), and sufficient supports (Loucks-Horsley, 1988), it is likely that changes will be made and maintained. (5) "Change in teacher behaviour is the result of a dialectic between motivation and school climate" (Hopkins, 1990).;This thesis concludes with recommendations to move school-wide interventions to motivate and support teachers to make self-initiated changes in their science teaching.;Science education and improving and effective schools research literatures have identified factors necessary to help teachers make mandated changes, but less is known about how teachers self-initiate changes. |
