Teachers’ perceptions of constructivist curriculum change as a predictor of their perceptions of the implementation of constructivist teaching–learning activities

This study investigates the relationship between teachers’ perceptions of the implementation of constructivist teaching–learning activities and of constructivist curriculum change. Data were collected from 236 primary school teachers through a questionnaire measuring the perceptions of constructivist curriculum change and of the implementation of constructivist teaching–learning activities. The questionnaire was developed by the researchers based on the related literature. It was subjected to expert review for content validity, and its reliability was established through a pilot study. The data were analyzed through bivariate correlations and linear regression analyses. Results indicated that teachers’ perceptions of the implementation of constructivist teaching–learning activities are positively correlated with and predicted by their perceptions of constructivist curriculum change.