Date

9-17-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Constance Pearson

Keywords

science of reading, self-efficacy, teacher training, curricula implementation

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this phenomenological study was to describe the lived experiences of elementary public-school teachers as they implemented the state-mandated Science of Reading in a Midwestern state. The theory guiding this study was Alfred Bandura’s theory of self-efficacy, as it related to how teachers’ beliefs in their ability to implement the mandated curriculum changed in response to licensure changes related to professional development. The central research question was: How do teachers implementing the science of reading curriculum experience the new curriculum changes from the state within their own classroom? The hermeneutic methodology employed three data collection strategies: individual interviews, journal prompts, and focus groups. Analysis was based on synthesizing raw data from each data set into four themes and 10 subthemes related to teachers’ experiences implementing, learning about, and emotions surrounding the science of reading strategies. Results for the study include positive perceptions of Science of Reading implementation and strategies, yet mixed feelings about mandated training regarding taking the training, hours of commitment, and actual knowledge learned in relation to outside sources.

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