ON SOCIAL SYSTEMS THEORY AS A PREDICTOR OF EDUCATIONAL CHANGE: THE ADOPTION OF CLASSROOM INNOVATIONS

Abstract

All too often in education the “band wagon” has played an important role in the adoption of innovations. An innovation is often dropped into the schools' environment by enthusiastic leaders who have the expectation that anyone can recognize its obvious merits and will adapt his behavior accordingly. Subordinates, however, make their own judgements on how to respond to the innovation and, in varying degrees, elect to accept or subvert its conditions. Within a framework of organizational theory, this study attempts to explain the differing positive/negative responses of distinct groupings of educators toward the adoption of various classifications of innovations. The findings in this study suggest that the educational subsystem or subsystems which, in order to adopt the innovation, are required to make the greatest modifications in their normal procedures of operation will raise the highest level of resistance.

Citation

HANSON, M. (1973), "ON SOCIAL SYSTEMS THEORY AS A PREDICTOR OF EDUCATIONAL CHANGE: THE ADOPTION OF CLASSROOM INNOVATIONS", Journal of Educational Administration, Vol. 11 No. 2, pp. 272-284. https://doi.org/10.1108/eb009705