Faculty and Administrator Perceptions of the Implementation of the International Baccalaureate Diploma Program in Relation to Roger’s Theory of Diffusion of Innovation

This study examined the perceptions of both teachers and school administrators of the implementation of the International Baccalaureate Diploma Program in High Schools in the northeastern United States. Using a qualitative design, data was collected through an anonymous survey of teachers who presently teach International Baccalaureate Diploma Program courses. Additional data was collected through conducting semi-structured interviews of acting principals of schools that offer the International Baccalaureate Diploma Programme. Results of this data collection was reviewed through the lens of Roger’s Theory of Diffusion of Innovation. Qualitative results indicated that both teachers and administrators alike viewed teacher leadership and teacher experience as important indicators of the successful implementation of an International Baccalaureate Diploma Programme. Themes outlined by both the survey and interviews demonstrated the importance of individual teachers’ contributions and experiences while implementing the program. The International Baccalaureate Diploma Program requires implementing a student-centered and inquiry-based instructional delivery program in the classroom. This method of instruction is delivered with fidelity based on how teachers perceive the usefulness of this teaching style, as well as how well the program is regarded by peers.