Doctor of Education
Leadership & Policy Studies
Response to Intervention (RTI) was mandated in the state of Tennessee in 2013. Since that time, it has progressed into all school in the state. However, since its undertaking in Tennessee schools, teachers report that they do not believe they possess the ability to effectively implement RTI. Therefore, it is worthy of determining if school leaders implement practices to enhance teachers ability to successfully implement RTI, which will ultimately enhance their self-efficacy.In order to determine teacher self-efficacy for RTI and discern if any leadership characteristics impact teacher self-efficacy for RTI, a combination of the Response to Intervention Self-Efficacy Scale II (RTISES-II) and the Teaching, Empowering, Leading, and Learning (TELL) surveys were used. The results from the TELL items were grouped according to Dr. Reginald Greens Four Dimensions of Principal Leadership model.The survey results found that teachers do not possess high self-efficacy across any of the constructs measured by the RTISES-II, Differentiation to Assess and Engage Learners, Meeting Needs of ELL Students, Seeking Evidence-based Support, Collaboration, and Data-driven Decision Making. When compared to the results from the TELL survey when applied to Greens model, two of Greens dimensions, Understanding of Self and Others and Leadership Best Practices displayed a positive correlation to improving two of the constructs measured by the RTISES-II, Differentiation to Assess and Engage Learners and Data-driven Decision Making.
Dissertation or thesis originally submitted to ProQuest
Barclay, Greg, "AN ANALYSIS OF THE RELATIONSHIP BETWEEN EDUCATORS SELF-ASSESSED EFFICACY FOR MULTI-TIERED INSTRUCTION AND THEIR PERCEPTIONS OF THE CLIMATE FOR SCHOOL LEADERSHIP" (2018). Electronic Theses and Dissertations. 2441.