Factors Influencing the Adoption of Educational Reform in Brazil's Federally Supported Agricultural Schools
Open Access
- Author:
- Leite, Francisco Carlos
- Graduate Program:
- Agricultural Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- July 01, 2003
- Committee Members:
- Connie Devine Baggett, Committee Chair/Co-Chair
Rama B Radhakrishna, Committee Chair/Co-Chair
Edgar Paul Yoder, Committee Member
Iris M Striedieck, Committee Member
Leif Jensen, Committee Member - Keywords:
- Agricultural education
Adoption of innovations
Educational administration
Educational innovations
Brazil
Edudcational reform - Abstract:
- This study addressed the perceptions of Brazilian federally supported agricultural school teachers towards two concepts enforced by the reform of professional education in Brazil: the separation between academic and professional education and the modular competency based curriculum. Rogers’ (1995) five attributes of innovations (relative advantage, compatibility, complexity, trialability, and observability), and Moore and Benbasat (1991) voluntariness of use were used as a framework for the study. The study used a two-phase (phase one-qualitative, and phase two-quantitative) sequential mixed model exploratory design (Tashakkori & Teddlie, 1998). Cluster and stratified random sampling techniques were employed to collect data from schools and individuals. A 28-question interview protocol and a 61-item questionnaire were developed by the researcher to collect data. Categorized qualitative data were explored through a de-contextualization/re-contextualization process. Descriptive and correlational statistics were used to analyze quantitative data. A multinomial logistic regression model estimated the effects of the independent variables on the rate of adoption of innovations. Rogers’ (1995) five attributes contributed to explain 74.4% of the rate of adoption of innovations, but did not explain the non-adoption. Trialability was the only attribute that did not show statistical significance as a predictor of adoption. Moore and Benbasat’s (1991) voluntariness of use did not contribute to explain the rate of adoption. Teaching experience was the only demographic characteristic that showed statistical significance in predicting the adoption. Teachers were more likely to adopt the modular competency based curriculum than the separation between academic and vocational education. Lack of training was the major limitation indicated by the teachers in the reform implementation process. The authoritarian manner in which the reform was implemented was incompatible with teachers’ values and beliefs. Teachers perceived the reform as more complex than the previous situation. Competency based evaluation was the premier complexity factor. Teachers have also indicated that the reform has brought an extra load of work for teachers and students. It was recommended to replicate this study with both federally and state supported agricultural schools. It was also recommended to implement systematic needs assessment at the school level to inform the development of adequate teacher training programs.