Date of Conferral
Doctor of Education (Ed.D.)
Dr. David Weintraub
Low socioeconomic status (SES) students tend to have poorer academic achievement in language arts and mathematics. One of the biggest influences for the academic success of low SES students is the use of varying instructional strategies. This problem is important because all students should receive an equitable education regardless of status. The purpose of the study was to investigate teachers’ perceptions regarding how they support low SES students in their academic achievement in language arts and mathematics. The conceptual framework for this study was based on Hersey and Blanchard’s situational leadership theory, which suggested that teachers are leaders who modify their instructional strategies based on the abilities and needs of their students. Research questions for the study included how the district supports teachers, what previous training or experience teachers have working with low SES students, and how teachers perceived they support low SES students in language arts and mathematics. A qualitative research design was used to collect data through semistructured, open-ended interviews with seven elementary school teachers. Data analysis included a narrative analysis of the transcribed interviews. The results of this study indicated that participants feel they have not been nor are currently being supported by the district when it comes to training or professional development for varying instructional strategies or how to work with low SES students. These teachers are using varying instructional strategies and are confident that they are effective, but welcome training from the district. This study may create positive social change by bringing awareness to the need of support and training for teachers using varying instructional strategies for low SES students.
LeGere, Lesley, "Perceptions of Teachers Regarding Instructional Strategies for Low SES Students" (2023). Walden Dissertations and Doctoral Studies. 11536.