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Category: Project

Description: To explore how teachers’ beliefs and behaviour change throughout implementation processes, N=47 teachers participated in a six-months professional development (PD) programme, and then implemented a differentiated reading innovation over one school year (totalling 15 months). Teachers’ beliefs (acceptability, feasibility, self-efficacy) and behaviour (fidelity, innovation use, adaptivity) were assessed after PD (T2), after three months (T3), six months (T4), and nine months (T5) of implementation. Multilevel models displayed that acceptability, feasibility and innovation use remained stable over time. Teachers’ self-efficacy and adaptivity increased significantly, while implementation fidelity decreased. Cluster analyses based on teachers’ individual and school-level conditions at T1 distinguished one cluster with moderate and one with optimal pre-conditions. The two clusters showed a parallel development with clear level differences, but teachers with moderate pre-conditions showed a steeper decline in fidelity after nine months. Results emphasise that teacher change is a longitudinal process rather than a one-time event.