The present investigation was carried out in the University of Tarapacá located in the city of Arica, corresponding to the fifteenth region of Chile. Professors of different training plans and managers who fulfilled the contractual condition participated. The dimensions that were established in the study corresponded to the disposition towards curricular innovation, the change in the institution, structure and functioning, and the teacher as a curricular agent of change. Hence, the purpose of the research was to determine the attitudes of teachers to curricular innovation. For this, it was necessary to analyze the teachers’ appreciation of their disposition that they expressed about the change for the curricular innovation process, to know the degree of appreciation that the professors and managers had in relation to how the process is being developed and to inquire about of their ideas, knowledge and beliefs in relation to the curricular innovation that is being carried out in the institution. The study is based on the theoretical references on change, the elements that make up the process of curricular innovation in the university context, the university teaching staff and the theories of attitudes.
Methodologically, the research work is approached from a mixed approach, with a descriptive-cross-sectional study type and field research design with a sample size consisting of 174 professors in which a questionnaire was applied consisting of 20 questions closed in scale Lickert, which was validated by expert judgment and its reliability was determined by Crombach’s alpha, whose value was 0.831. Interviews and focus groups were also developed for a total of 18 professors and managers. For the processing of the data, the SPSS statistical package version 22 was used, for the descriptive statistics and factorial structure, and also the Atlas ti software for the qualitative analyzes. The results of the research provide a series of findings that show the presence of favorable attitudes about the disposition that the teachers have before the curricular innovation, although this condition does not fully ensure the change in the protagonists, verifying in the study the variables that emerge of the context, provided with a series of problems, needs, tensions and uncertainties, being necessary to interpret the personal and professional nature of the teaching staff through dialogue and reflection on the situations of the context that deeply influence the implementation of the change.