Cognition as a variable of teachers' responsiveness to innovation

TL;DRAbstract

The problem of this study was to determine if, in the initial stages of a planned change, teachers' receptivity to innovation could be predicted from knowledge of cognitive functioning as measured by conceptual complexity and the attribute variables of gender, years of teaching experience, age of the teacher, level of the teacher's preparation, and grade level taught.The problem was investigated by: (a) a review of the literature related to cognitive development theories and developmental concerns of teachers, (b) an investigation of the cognition and receptiveness to change of 143 teachers and the collection of data related to selected attribute variables, and (c) the tabulation, analysis, and comparison of the data collected.The hypotheses tested in this study were concerned with the relationship between cognition as measured by conceptual level, and receptivity to change as measured by the Stages of Concern Questionnaire and selected variables of gender, years of teaching experience

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