Perceptions of Leadership and Its Influences on Teachers' Fidelity of Implementation of a Curricular Intervention

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-6 - Giftedness and Creativity

Abstract

This sequential mixed-methods study of a gifted literacy RCT utilized quantitative analysis to set up the qualitative portion of the study. Teachers were categorized by fidelity level after being observed multiple times. Upon completion of the study, the teachers and their administrators were interviewed. Overall, teachers considered the level of general and individualized support to be the biggest influence in instructional practices. Although all teachers felt district level administrative support facilitated implementation, it did not appear to offset the lack of support from the building-level administrator in cases where teachers had low fidelity because they did not feel valued. Research on how school culture and climate influence implementation of curriculum would be advisable.

Author

• Lisa Hall Foster, Liberty University