Teachers' Perceptions of How Administrators' Practices Influence Fidelity of Implementation of a Curricular Intervention

• In Event: Examining Principal-Teacher Relations

Abstract

The purpose of this concurrent-embedded mixed-methods study was to examine the relationship between teachers’ fidelity of implementation (FOI) and administrative support at multiple levels. The 14 participants from six schools in one school district constituted a subset of a larger curricular intervention. Data sources included multiple observations, interviews, and self-report of FOI. Findings indicated that levels of support, visibility, and feedback from principals; collaboration and communication amongst and between teachers and administrators; coordination of implementation; and connectivity between the mission/goals of the intervention and school influenced the teachers’ instructional practices and level of FOI. The bigger the disconnect in perceptions of effective leadership, the lower the level of a teacher’s FOI.

Author

• Lisa Hall Foster, Liberty University