The inclination of secondary teachers to implement innovations learned through professional development.

摘要

This study conducted in a large North Texas school district examined the inclination of secondary teachers to implement an educational technology innovation learned during professional development. Secondary teachers included in the study were only those who attended training during the 2003-2004 school year.; An online survey was conducted during the spring of 2004. Approximately 250 teachers responded. One hundred and ninety-six were selected for the sample from those who received their training during the 2003-2004 school year.; A correlation coefficient was used to determine the relationship between the inclination to implement the innovation and the age of the teacher, ethnicity of the teacher, gender of the teacher, level of education of the teacher, years teaching experience of the teacher, and certification attainment method of the teacher.; Findings indicated a significant relationship between gender and the inclination to implement the innovation in the classroom. Additional findings indicate further study is warranted in the relationships between the age of the teacher and the number of years teaching experience.