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The Relationships between Teachers' Perceptions of Influence in Local Curriculum Decision-Making and Curriculum Implementation
John H. Johansen
The Journal of Educational Research
Vol. 61, No. 2 (Oct., 1967), pp. 81-83
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27531970
Page Count: 3
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Data were collected from instruments administered to 195 teachers randomly selected from four Illinois school systems. Significant coefficients of correlation were found between teacher participation in curriculum making and implementation (.671) (P .01); classroom teacher influence and implementation (.272) (P .01); functional type influence and implementation (—.374) (P .01); and hierarchical type influence and implementation (—.232) (P .05). Significant multiple coefficients of correlation were found between three source variables (administrators, classroom teacher, and professional consultant) and implementation (.355) (P .01); and between three types of influence variables (charismatic, functional, and hierarchical) and implementation (.489) (P .001). Teacher participation in curriculum making irrespective of perceived influences increases the likelihood of implementation. The perception that teachers are influential increases the likelihood of implementation.
The Journal of Educational Research © 1967 Taylor & Francis, Ltd.