Hearing Their Voices: Examining Teacher Perceptions During the Implementation of an Instructional Policy

Ohle, Kathryn Ann

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Last Modified

March 21, 2019

Creator

Ohle, Kathryn Ann
- Affiliation: School of Education

Abstract

The purpose of this study is to share teachers' perceptions of their and other stakeholders' roles and influence during the implementation of an instructional policy, the Targeted Reading Intervention (TRI), and its success. The TRI is a professional development (PD) program that uses a diagnostic reading model, a suggested set of reading activities, and web-based coaching to help classroom teachers deliver one-on-one instruction to struggling readers in rural, low-wealth schools in kindergarten through second grade. The desired outcome for the TRI is that it will improve teacher classroom practices and in turn, positively affect student achievement. However, in order for a change to occur, consideration must also be directed towards those involved in the implementation for, What is actually delivered or provided under the aegis of a policy depends finally on the individual at the end of the line... (McLaughlin, 1987, p.174). Using data collected primarily through semi-structured interviews, this qualitative study drew from both traditional and critical policy theories and analysis to determine the teachers' perceptions of their role in policy implementation, what influence they believed they and other stakeholders may have had during implementation, and if and how they perceived the instructional policy to be successful. Results indicated teachers felt they had no voice in the creation of much policy and were often overburdened with implementing an enormous number of new instructional policies at once. However, when it came to implementing the TRI instructional policy, teachers felt differently, citing the high level of support, immediate student-centered results, and opportunities to make their own instructional decisions. Teachers' perceptions of success revolved primarily around students' achievement scores and their levels of motivation, confidence, and independence; they also cited growth in their own practice as a sign of the TRI's success. These results serve as a reminder to policy-makers that in order for an instructional policy to be successful, it should include capacity-building and relationship-building efforts that lead to change, empower teachers, and validate their influence.

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