Date of Award
Education, Leadership and Public Service
Administration and Supervision (Ed.S.)
Dr. K.C. Holder
This mixed-methods study investigated the perceptions educators have during the initial stages of implementing the Multi-Tiered System of Support (MTSS) model. A survey and semi-structured interviews were collected to identify if the perceived barriers found in a rural context were consistent with prior research. Quantitative survey data indicated that participants felt confident about their practicing foundational skills of MTSS, and felt MTSS will benefit both staff and students. However, quantitative survey results also indicated a discrete difference in the data between the answers regarding participant confidence, knowledge, and the answers regarding attitude regarding time, resources, and leadership. Qualitative analysis from the survey and semi-structured interviews identified the following themes; (a) lack of time; (b) lack of training; (c) lack of resources; and (d) personnel buy-in; which are perceived as barriers for K-8 educators who will be implementing the MTSS model. When barriers exist, it can hinder the fidelity of the MTSS adoption, and in turn impact student achievement. (Perry 2019; Werts et al., 2014). These results should be considered when districts plan to implement the MTSS model. The data contributes a clear understanding of how educators feel about the MTSS adoption and what they foresee as issues for the district moving forward.
Norton, Chelsea R., "BARRIERS WHEN IMPLEMENTING A MULTI-TIERED SYSTEM OF SUPPORTS" (2022). All NMU Master's Theses. 732.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Special Education and Teaching Commons