Response to Intervention (RTI) is an educational reform effort that is being implemented across the nation. Considering that the systematic implementation of the RTI process requires organizational change, teachers may be hesitant or resistant to engage in the change process. This study organizes the potential barriers of RTI implementation into the RTI implementation factors of vision, professional development, professional support, and time resources. This quantitative study explored the relationship between teachers' perceptions of these RTI implementation factors and teachers' self-reported RTI implementation in their classrooms. The survey results came from 553 elementary school teachers across the state of Utah (30% response rate). An analysis of the data showed that there is an impact of teachers' perceptions of RTI implementation factors on their self-reported RTI implementation efforts. There were significant relationships between teachers' perceptions of vision (p < .001), professional development (p < .001), and professional support (p < .001) and their perceived levels of personal RTI implementation. The findings of the current research will be used to help school leaders better understand which RTI implementation factors teachers' perceive as being the most significant barriers to their implementation efforts in the classroom. The results will give administrators the knowledge they need to offer assistance to teachers in the areas identified as barriers so that RTI can be implemented in order to help all children learn at high levels.
College and Department
David O. McKay School of Education; Educational Leadership and Foundations
BYU ScholarsArchive Citation
Jones, Kim, "The Relationship Between Teachers' Perceptions of Response to Intervention (RTI) Implementation Factors and Self-Reported RTI Implementation Efforts" (2016). All Theses and Dissertations. 6252.
response to intervention, vision, professional development, resources, leadership