The purpose of this study was to determine the effects of a preimplementation process on attitudes of teachers and administrators toward the legislatively mandated Florida Primary Education Program. The preimplementation process was a staff development procedure selected for changing attitudes. It included three district-wide one-day workshops and primary resource teachers employed at each school site to aid in the preimplementation process through personal support and assistance. The population included all kindergarten teachers, second grade teachers, and elementary school principals in the selected school district required to implement the mandated education program. The Stages of Concern Questionnaire (Hall, 1979) was used in a pretest, treatment, posttest research design. The questionnaire was developed to measure participant concern and was based on an hierarchy of stages of concern which included awareness, information, personal, management, consequence, collaboration, and refocusing concerns. Of the 279 participants, 192 answered both pretest and posttest questionnaires. The resultant data were examined using the t-test for correlated means to determine significant differences in intensity of the stages of concern over time, and the t-test for uncorrelated data to determine significant differences between the three groups (.05 level of significance). / Participants changed significantly in the intensity of their stages of concern over time, moving from the lower stages of awareness, information, and personal concerns to higher stages of management and refocusing concerns. Second grade teachers showed the most significant degree of change. Individual rates of change in stages of concern varied dependent on their entering stage, with those entering at lower levels moving more rapidly than those entering at higher levels of concern. / Results of the study indicated that the selected school district should now provide staff development programs based on the management and refocusing stages of concern. It was recommended that the preimplementation process be used with future legislatively mandated education programs, and that the process should include major provision for identifying targeted interventions to resolve concerns through extensive staff development, personal support personnel in each school, and adequate time for a preimplementation process to occur. / Source: Dissertation Abstracts International, Volume: 42-12, Section: A, page: 4991. / Thesis (Educat.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74716 |
| Contributors | LYLE, MARTHA BANKSON., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 80 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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