Dissertation/Thesis Abstract

The Component of Trust as Administrators' and Teachers' Roles Change During Implementation of Response to Intervention
by Hennessy, Carrie Lynn, Ed.D., Northcentral University, 2013, 96; 3537311
Abstract (Summary)

There is a dearth of research concerning Response to Intervention (RTI) implementation processes at the secondary level. Because the implementation process requires a change in day-to-day process for teachers and administrators, this could cause a change in roles as a second order change may be necessary for RTI implementation. Second order changes in organizations often require trust; therefore trust may play a pivotal role in the success of RTI implementation at the secondary level. This multiple qualitative case study focuses specifically on the perception of trust as roles of teachers and administrators change during the RTI implementation process. Teachers are required to analyze many types of data and collaborate with many different people while administrators take on an instructional leader role which may be a change in roles for both teachers and administrators. Trust relationships could be pivotal in the implementation of these structural changes. This multiple case study with qualitative descriptive data focuses on three secondary schools in Ohio in the beginning implementation stages of RTI. Three principals and 10 staff members were interviewed and asked to complete a survey about their perceptions of trust during the RTI implementation process. The data collected from these participants was used to determine if the perception of trust impacts the RTI implementation process. Results from this study show trust plays a pivotal role in the RTI implementation process. RTI implementation often requires a change in beliefs and philosophies as well as day-to-day operations. Because teachers and administrators become more dependent upon each other as their roles change, trust perceptions become important. Future studies could focus on leadership or teaching styles that may be more successful when implementing RTI. Because RTI tends to evoke second order change, investigating leadership skills which are most successful in these conditions could be beneficial.

Indexing (document details)
Advisor: Davis, Patricia
School: Northcentral University
School Location: United States -- Arizona
Source: DAI-A 74/07(E), Dissertation Abstracts International
Subjects: Educational leadership, School administration, Secondary education
Keywords: Change, Response to intervention (RtI), RtI implementation, Secondary RtI implementation, Trust
Publication Number: 3537311
ISBN: 978-1-267-96391-8
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