The Analysis of the factors effecting the implementation on innovations in education

VI ABSTRACT The purpose of this study was to analysis the factors effecting the implementation of innovations made in the Curriculum Laboratory School in accordance with the views of the teachers and of the school managers. The sample comprised 1058 teachers and 332 school managers. A direct mail-questionnaire developed by the researcher was used to gather data. The questionnaire included items related to such factor as politics, environment, source and intervention. The results were analyzed in a manner to include a determination of the extent of agreement between teachers and school manager regarding the factors effecting implementation of the innovation in education. The t-test was performed an each item to determine if there were significant differences between the group means. The 0.05 level was designed as the criterion for significance. The findings from the research as follows; 1. There was a significant differences between the teachers and the managers means on items regarding the degree of achieving the objective of Curriculum Laboratory Schools. 2. There was a significant differences between the teachers and the managers means on items regarding the degree of realization the sub dimensions like "Operations of models", "Clearance of objective" and "Degree of innovations" examined under the title of positive "Political Factors". 3. There was a significant differences between the teachers and the managers means on items regarding the degree of realizing the sub dimensions like "Physical environment", "Human relationship", "Leadership", "Internal organizational" and "External organizational" examined under the title of positive "Environment Factors". 4. There was a significant differences between the teachers and the managers means on items regarding the degree of realizing the subVII dimensions like " School Budget", "Motivation" and "Personnel sufficiency" examined under the title of positive "Source Factors". 5. There was a significant differences between the teachers and the managers means on items regarding the degree of realizing the sub dimensions like "Information", "Education technology", "Communication", "Decision participation" "Coordination" and "Personnel perception"" examined under the title of positive "Intervention Factors". 6. There was not a significant differences between the teachers and the managers means on items regarding the degree of realizing the sub dimensions like "Operations of models", "Clearance of objective" and "Degree of innovations" examined under the title of frustration "Political Factors". 7. There was a significant differences between the teachers and the managers means on items regarding the degree of realizing the sub dimensions like "Human relationship" and "Internal organizational" investigated under the title of frustration "Environment Factors". There was not a significant differences between the teachers and the managers means on items regarding the degree of realizing the sub dimensions like "Physical environment", "Leadership", "Organizational building" and "External organizational" examined under the title of frustration "Environment Factors". 8. There was a significant differences between the teachers and the managers means on items regarding the degree of realizing the sub dimensions like " School Budget", "Motivation" and "Personnel sufficiency" examined under the title of frustration "Source Factors". 9. There was a significant differences between the teachers and the managers means on items regarding the degree of realizing the sub dimensions like "Information", "Education Technology", "Communication", "Decision Participation" "Coordination" and "Personnel Perception"" examined under the title of frustration "Intervention Factors".