The objectives of study were: (1) To study the use of the innovation in day to day teaching by the higher secondary school teachers teaching in aided and unaided schools of urban and rural area of Kanpur District. (2) The study will be made to know the extent of organizational environment of aided and unaided higher secondary schools of rural and urban areas of Kanpur district is helpful in promoting the use of innovation in teaching. (3) To study the impact of certain psychological variables as Locus of Control (LOC), teachers attitude and motivation of innovatives in teaching among higher secondary school teachers of both the areas. (4) To study which type of innovations are used by the teachers of different type of higher secondary schools of rural and urban area. (5) To study the role played by principals in encouraging use of innovations in class room teaching. (6) To study the individual and social variables affecting teachers in use of innovations in teaching.

The hypotheses of study were: (1) The teachers having I – LOC use more innovative than the teachers having E – LOC. (2) Internal teachers have more positive attitude towards use of innovation than external teachers. (3) Urban teachers use more innovative to make their classroom teaching effective than rural teachers. (4) Urban teachers have more positive attitude towards use of new techniques of teaching than rural teachers. (5) It was also hypothesized that unaided schools are providing more effective organizational climate for their teachers to use innovations than aided schools. (6) The teachers teaching in unaided schools have more positive attitude in comparison to teachers teaching in government-aided schools.

The 400 Teachers of Higher Secondary Schools from Urban and Rural area of Kanpur were selected as a Sample.

Scale to study Internal – External (Control of Reinforcement) (I – E) of Teachers by J.B. Rotter (1966), Teachers Innovation Scale (Test – Retest reliability coefficient = 0.97) and Teachers Attitude Scale (Test – Retest reliability coefficient = 0.98) developed by Researcher were used for data collection.

The data were analyzed with the help of t – Test and ANOVA.

The findings of study were: (1) Teachers teaching in unaided schools were more cautions in using and experiment with new teaching techniques than the teachers of aided schools of urban and rural area. (2) The teachers having internal locus of control were more oriented towards making the teaching effective than their counterparts of urban areas in comparison to teachers of rural area. (3) The relationship between organizational climates (environment) with innovative practice was found to be negatively significant related for the teachers having internal and external locus of control. (4) The internal LOC teachers teaching in unaided schools of both the areas were using more innovations in comparison to aided school teachers interaction between the type of school and teachers had also show significant results. (5) There is no impact of the area in intellectual efficiency. Also type of school did not have any relationship to intellectual efficiency of teachers. The intellectual efficiency was related to intelligence. (6) That aided school teachers also used their intellectual efficiency in using new techniques of teaching but the degree is less than unaided schools because these teachers took more initiative and use intelligence which is affected by personal and schools environment. (7) The administration of unaided schools encouraged teachers to use innovative techniques more in comparison to aided school. (8) Creativity is an important variable for teachers in using innovations. (9) The efficiency did not play vital role in the use of innovations. (10) The external teachers of both areas are motivated but they are not being provided with school environment for the use of new method of classroom teaching. (11) The teachers teaching in rural and urban unaided schools had high positive attitude towards the use of innovations than the aided schools teachers.