Date
9-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Gary Kuhne
Keywords
Response to Intervention, Teacher Perception, Special Education Eligibility
Disciplines
Education
Recommended Citation
Cox, Misty Howington, "Response to Intervention and Teachers' Perceptions: A Causal Comparative Study" (2021). Doctoral Dissertations and Projects. 3166.
https://digitalcommons.liberty.edu/doctoral/3166
Abstract
The purpose of this quantitative, causal-comparative study was to assess the perceptions of teachers regarding the Response to Intervention (RTI) initiative and its implementation. Specifically, the researcher was trying to determine (a) if there is a significant difference between the perceptions of general education teachers and those of special education teachers regarding RTI, (b) if there is a significant difference between the perceptions of teachers in the elementary school setting and teachers in the middle school setting, and (c) if there is a significant difference between the perceptions of teachers based on their years of teaching experience. The Bailey-Tarver Survey Instrument was used to gather data on teachers’ perceptions and administered via Survey Monkey. The sample population for the survey included 144 (N=144) certified teachers at the elementary and middle school level in a Northeast Georgia school district. Descriptive statistics and independent samples t tests were used to analyze the data obtained from the survey. The study revealed that there is no significant difference between the perceptions of teachers regarding the RTI process based on area of certification, school setting, or years of teaching experience. Results from this study will help school districts better understand teachers’ perceptions and opinions of the RTI process, and this information can then be used to help improve implementation and maintain the fidelity of the RTI program. Future research should compare the perceptions of teachers across all three school levels, elementary, middle, and high, as well as comparing the roles and perceptions of general education teachers and special education teachers in the RTI/MTSS framework.
