Abstract
The purposes of this study were: (a) to determine significant differences between selected variables and attitude toward participation in curriculum planning, curriculum use, adaptation of curriculum content, and curriculum role patterns; and (b) to determine significant relationships between the dependent variables and teaching experience, grade level, and education. Data were gathered from 35 volunteer elementary school teachers. The primary data gathering devices used were the daily lesson plan, the Curriculum Attitude Inventory, and the Personal Professional Data Inventory. Analysis of variance and Pearson product-moment correlations coefficient tests showed that ethnicity and education were major factors affecting the curriculum practices of teachers and that some relationship existed between curriculum role pattern and education.
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