Date

10-13-2023

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Treg Hopkins

Keywords

multi-tiered system of supports, response to Intervention, theory of planned behavior, educators’ beliefs, educators’ perception

Disciplines

Education

Abstract

The purpose of this study was to investigate how educators perceive their Multi-Tiered System of Support (MTSS) skills and their school’s MTSS implementation; and to what extent their beliefs about MTSS predict their willingness to implement MTSS. Theory of planned behavior was used to develop a deeper understanding of the relationship between implementation of MTSS to educators’ beliefs and perceptions. A predictive correlation research design was used to address the research question posed in this study. The participants for the study were drawn utilizing a convenience sample from the population of rural elementary educators that consisted of general education teachers, special education teachers, and members of the school-based leadership team. Online surveys, Self-Assessment of MTSS (SAM) Survey, RTI Beliefs Scale Survey, and Perception of Practices Survey were used in the data collection process. However, after the data was analyzed, a multiple regression analysis was untenable. Through the guiding of the variables, a bivariate linear regression was chosen, and a new research question was introduced. The consequences of this study suggested that there is no statistically significant predictive relationship between RTI/MTSS belief scores and the linear combination of the perception of practices scores for educators. Some future recommendations include replicating the research study that involves more educators from various schools and school districts; and use only educators that have fully implemented MTSS.

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