Effects of Administrative and Community Support on Teacher Acceptance of Classroom Interventions

Abstract

A written case study approach (analog) was employed to examine the effects of level of administrative support and level of community support on teacher ratings of two classroom interventions. Three independent variables were manipulated within a 2 x 2 x 2 (Administrative Support x Community Support x Intervention) factorial design with repeated measures on the third factor. The main effects of all three independent variables were found to be significant. Teachers rated both a positive and combined (positive/reductive) intervention to be more acceptable within the context of a supportive school administration or community.