The Relationship Between Leadership Practices and Teachers' Fidelity of Implementation of a Curricular Intervention

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-9 - Gifted Education: Practices and Policies

Abstract

The purpose of the concurrent-embedded mixed-methods study was to provide a description of the ways in which teachers’ perceptions of administrative behaviors are related to teachers’ fidelity of implementation (FOI) of a gifted curricular intervention to improve pre-intervention implementation training. Data, including observations and interviews, were collected from six teachers, their respective principals, a gifted coordinator and assistant. Findings indicated that the levels of support, visibility, and feedback from the principal; collaboration and communication amongst teachers and between teachers and principals; coordination of implementation; and identified connectivity of the curricular intervention with the school’s mission influenced the teacher’s instructional practices and level of fidelity.

Author

• Lisa Hall Foster, Liberty University