A study of the facilitative/inhibitive process and teacher role in school innovation
Date
1988
Authors
Schreiber, Beverley Alice
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Abstract
This study is an investigation of the elements that need to be in place for change and innovation to happen in schools. Components of Time, Trust, Fear, and Power were identified from a reading of relevant literature. Interviews were held at two schools, meetings were attended and documents were collected. Meetings were attended at a third school. A questionnaire was sent to all the teachers in one District. It was found that a sense of being trusted, being able to trust and a sense of power were clearly important elements for teachers to have if they were to innovate their practice. Teachers appreciated having their need for time recognized and to some extent met. A mandated program in the District which is attempting to encourage innovation was found, via a District-wide survey, to be effective in increasing teachers' sense of power (1J <.0l~1J <.01) and availability of time (p < 0.01ยท). but was not effective in helping teachers feel more trusting (p >.05) or less fearful (p >.05 ). Possible reasons for the findings are discussed. Suggestions are given for facilitating innovations in schools. Possible extensions of the research are discussed.