School Climate and the Psychological State of the Individual Teacher as Factors Affecting the Utilisation of Educational Ideas Following an Inservice Course

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Abstract
In the research dealing with innovation, little attention has been given to the social and psychological characteristics of the receiving system and their effect on the process of utilisation. With the factors of school climate and the psychological state of the individual teacher in mind a local authority's inservice aesthetics course was selected as the focus of an investigation of the use made of the ideas introduced by the participating teachers in their schools. The study investigated three main areas: school climate; the psychological state of the individual teachers; and levels of use regarding the individual teacher's utilisation of educational ideas. The results imply that variance in curriculum utilisation can be accounted for by the prevailing school climate and the nature of the individual teacher. It was found that teachers operating in a more open democratic school climate, and at a higher psychological level, utilised the greatest number of educational ideas.

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