The relationship between teachers' participation in planning for an educational innovation and those teachers' implementation and concerns

Research into educational change which studies teacher participation with administrators is limited. Investigation of the relationship between teachers' participation in planning for an innovation and the teachers' subsequent implementation of that innovation is lacking. This study had two related hypotheses. (1) Teachers who are involved in planning for the implementation of an educational innovation implement that innovation to a higher level than do teachers who were not involved in planning for the innovation. (2) Teachers who are involved in planning for an educational innovation manifest concerns more related to the consequence of the innovation on students than do teachers who were not involved in planning for the innovation. An ex post facto design was used. The independent variable was participation in planning meetings. The dependent variables were the level to which teachers implement the innovation and the teachers' manifestation of concerns related to the consequence of their use of the innovation on students. [...]