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ERIC Number: ED196834
Record Type: RIE
Publication Date: 1979-Dec
Pages: 275
Abstractor: N/A
Reference Count: 0
The Relationship Between Teacher Implementation of an Innovation and Decisional Participation in the Elementary School.
Felker, Roberta M.
This study examined the relationship between individual elementary school teachers' implementation of an innovation and their participation in school decisions. Specifically, the research defined the innovation as the Instructional Programming Model (IPM), one of seven major components of the broader innovation known as Individually Guided Education (IGE). An understanding was sought of the relationship between teacher implementation of the IPM and the degree and type of teacher decisional involvement. Ten elementary schools, urban and nonurban, all committed to the implementation of IGE, were the subjects of the study. In this report, a description of the design and methodology of the research includes a discussion of the population and sampling frames, instrument development, data collection, and methods for data analysis. While it was determined that there is a relationship between teacher decisional participation and teacher innovativeness in the classroom, it was discovered that, overall, teachers perceived themselves as being in a state of decisional deprivation. This was true for all issues in both technical and managerial domains. The implications of these findings are considered in the light of the generally held assumption that teacher involvement in school decision making will lead to greater acceptance of an innovation and to other outcomes that can be linked to successful change implementation. (JD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.