The Effects of Teacher Efficacy and Interactions among Educators on Curriculum Implementation.

Abstract

Although the needs and aspirations of teachers, students, and society in general have changed, the organization of today's schools and the instructional methods used are remarkably similar to the schools of the 1940s and earlier. Procedures for instituting change in public organizations have been docu mented since the 1930s I Educational change has also been extensively reported in the literature 2 Change in schools, though, has progressed slowly. Most adopted educational innovations are never carried out. For example, in reviewing studies of educational change conducted in the last 25 years, the orists conclude that most curriculum development and educational change adoptions of the 1960s and 1970s were not put into practice.' Implementation-or the extent to which teachers and students change their beliefs, behavior, or use of resources-continues to puzzle researchers and practitioners. The purpose of this study was to examine the effects of several schoollevel variables on the implementation of a changed curriculum.