Teacher Perceptions of an Innovation and Degree of Implementation
Keywords:
Educational innovation, Curriculum implementation, Teacher perceptionsAbstract
This study investigated the relationship between teachers' perceptions of an innovative curriculum and the observed degree of implementation of the innovation. It was hypothesized that teachers' perceptions of the relative advantage, compatibility, trialability, and observability of the innovation would correlate positively with the degree of implementation, and that complexity would correlate negatively. It was further hypothesized that the five variables in combination would account for a significant proportion of the variance in the degree of implementation. The results lend support to the general hypothesis while pointing up the need to consider also other elements in the change process.
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