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Abstract:This study aimed to understand the relationship among teachers' conceptions of teaching learning, their motivation to teach and, curriculum fidelity. The correlational design,
consisting of structural equation modelling with mediation analysis, was applied. A total
of 424 in-service teachers participating in this study completed three scales, viz. the
Conceptions of Teaching and Learning, the Motivation to Teach, and the Curriculum
Fidelity. A confirmatory factor analysis was carried out to create a well-fitting
measurement model, as well as to ascertain the convergent and discriminant validities and
composite reliability. The results indicated that constructivist conception positively
related to adaptation, whereas traditional conception was positively correlated to
adherence. Constructivist and traditional conceptions both have a positive and significant
relationship with both intrinsic and extrinsic motivation. While intrinsic motivation had
positive significant relations with adaptation, it had negative significant relations with
adherence. Besides that, while extrinsic motivation had positive significant relations with
adherence, it had negative significant relations with adaptation. The results of mediation
analysis showed that intrinsic and extrinsic motivation both partially mediated the
relations between constructivist conception and adaptation, and traditional conception
and adherence. Based on the results, the study offers theoretical and practical
implications, along with further research directions. |