Elementary Teachers' Sense of Efficacy and Perceptions of the Response to Intervention Process
Ed.D. dissertation completed in 2013 for Olivet Nazarene University.
The purpose of this exploratory case study was to examine and investigate teachers’ sense of efficacy and perceptions within the problem-solving model and Response to Intervention (RTI) process after the district’s first year of implementation. This researcher also sought to investigate if there was a significant difference in teachers’ sense of efficacy and perceptions of the Student Support Team (SST) and RTI process in the district’s elementary and middle schools. This study was conducted in a midwestern suburban two school elementary school district within a mixed socioeconomic community approximately 20 miles from a major metropolitan city. This exploratory and descriptive case study helped to articulate and identify the differences between elementary and middle school teachers’ sense of efficacy and perceptions. Although the differences were not considered to be significant, the results should provide the district with better ideas and insight on how to more effectively introduce new initiatives and mandated programs. The district’s educational leaders can avoid issues that will negatively impact their schools, address their weaknesses, and build on their strengths in order to assist in the learning process. This study’s results can also assist this district and school administrators into understanding their teaching staff and provide the opportunity to grow as a staff and system.