Abstract
The first purpose of the study was to determine the relationship between the simultaneous action of six teacher variables and teachers' perceptions of the effects of an innovative program. A second purpose of the study was to determine i f a similar relationship existed between the individual variables and teachers' measured perceptions of program effects across two innovative programs. The sample consisted of 277 teachers randomly selected from six designated experimental schools and from eight other schools in an urban south Texas school district. The teachers were employed in the district during the Spring semester of 1976 and represented every elementary grade level and every middle and secondary department area. A seven-item questionnaire was used to measure the subjects' perceptions of the effects of the innovative programs. On a Likert scale the sample indicated the extent they agreed with the possible outcome posed by each item. In the first phase of the study the subjects were asked to complete a questionnaire measuring their perceptions of the effects of a first Innovative program. The procedure was repeated for the second phase of the study when the sample recorded their perceptions of the effects of a second innovative program. Individual teacher variables of sex, ethnicity, level and subject taught, familiarity with the program, and employment 1n an experimental or other school were noted.
Nuñez, Ann Raquel (1977). Variables influencing teachers' perceptions of educational innovation. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -372379.