A Case Study on Educators' Perceptions of Leader Behaviors Throughout Response-to-Intervention Implementation
Document Type Article
Abstract
The purpose of this two-case study was to describe the perceptions of middle school administrators and teachers concerning leader behaviors throughout the implementation of Response-to-Intervention (RTI) programs. The theory which guided this study is transformational leadership theory (Bass, 1990) as it related directly to how administrators and teachers perceive leadership behaviors throughout the implementation of RTI programs. The importance of this study is significant to administrators, teachers, and other educational stakeholders as it is directly related to implementation of RTI programs in school, which aid in enhancing student performance. Participants included 2 administrators and 10 teachers who are employed at two public middle schools in Georgia. Photocopying of related program documents with permission, detailed note-taking during semi-structured interviews and focus groups, digital recording and transcription, along with maintaining a chain of evidence were methods used for data collection. Direct interpretation, pattern analysis, cross-referencing of documents and participant responses, and cross-case synthesis were utilized as data analysis methods. The results of the case study revealed perceptions that the importance of consistent and specific RTI communication throughout the implementation process cannot be underestimated when administrators are attempting to implement a school-wide program with numerous intangible and tangible components. Further qualitative studies that examine the impact of the application of transformational leadership characteristics affects on RTI program success are recommended in order for a systematic training approach to be developed for school leaders.
