Stages of concern of EFL teachers in implementation of a new English textbook in junior high schools of Ahvaz

School improvement and reform is associated with the notion of change in school setting. This change andreform can be manifested in implementing innovations such as introducing new textbooks in the curriculum.Since every such a change can be best carried out by individual teachers, identifying and resolving theirconcerns can help directing the change process to a successful point of execution. Based on the Concern BasedAdoption Model (CBAM), this study intended to identify and resolve teacher concerns as they implemented anew state-run Iranian English textbook (Prospect 1) during the academic year 2013-2014. To this end, 110 EFLteachers were randomly selected from public junior high schools in Ahvaz, Iran and asked to complete theStages of Concern Questionnaire (SoCQ) after the first year of the textbook implementation. Group profileanalysis revealed that most of the teachers had management concern regarding the change. Results alsoindicated that female teachers had more personal concerns; inexperienced teachers had more trouble inmanagement stage; and teachers with higher levels of education were more mindful about the consequence andfuture of the change. In addition to contributing to the development of new policies, findings of this study canraise teachers’ professional awareness and help improving their critical leadership role in schools system.

کلیدواژه ها:

Concerned-Based Adoption Model (CBAM) ، Stages of Concern (SoC) ، innovation ، new textbook