The purpose of this study was to determine the attitudes of Florida business education teachers toward perceived barriers to implementing the Florida developed competency-based business education curriculum and to identify characteristics of those business education teachers most likely to receive and adopt curriculum innovation. / A five-part survey instrument was mailed to a proportional random sample of 325 Florida business teachers in secondary schools, vocational-technical centers, and community colleges. A co-relational descriptive design was used for the study to investigate attitudes of the teachers toward change and barriers to implementing the competency-based business education curriculum. / One-way Analysis of Variance was used to determine differences in teachers' attitudes toward barriers to implementing competency-based curriculum and change. Results of these analyses indicated that vocational-technical center teachers saw fewer barriers to competency-based business education curriculum implementation while secondary teachers saw the greatest number of barriers. Those barriers to competency-based business education curriculum implemetation most often identified were lack of time and clerical assistance. Vocational-technical center business teachers were found to be more receptive to change while secondary business teachers were found to be least receptive. / Stepwise multiple regression analysis indicated that the most predictive demographic variables for perceived barriers were the type of school, the amount of inservice, related work experience, and working in the vocational geographic region (IV) of the state. The more inservice the teacher had received, the fewer barriers were perceived. This was also true for specific classifications of barriers for the amount of related work experience and geographic region. Amount of inservice, type of school, and the number of students were the most predictive of teachers' attitudes toward change. / A correlation between the disposition toward change and barriers showed the strongest relationship to exist between barriers and individualization of instruction/behavioral objectives and team teaching/differentiated staffing. / Source: Dissertation Abstracts International, Volume: 44-07, Section: A, page: 2031. / Thesis (Educat.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75134 |
| Contributors | SLAUGH, LINDA ANN COCHRAN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 232 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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