Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Billie Andersson

Abstract

AbstractDespite the implementation of district approved programs at Maplebrook Elementary, a Mid-Atlantic school district, students in third, fourth, and fifth grades continue to show reading comprehension below grade level as measured by standardized test scores and district-created assessments. The goal of this study was to gain teacher perceptions about knowledge and motivation when working with students who continue to struggle with reading. Bandura’s theory of self-efficacy was used to guide the research. The research questions addressed teachers’ perspectives regarding the role knowledge and motivation play when working with students struggling with reading comprehension and the teachers’ levels of confidence in doing so. Participants were chosen through purposeful sampling. Ten elementary educators were interviewed one-on-one via Zoom or phone. A qualitative data analysis software was used to assist in organizing data, which was inductively analyzed to identify the recurring themes. The findings of this study indicated that educators were not prepared to meet the needs of students struggling to read. Participants stated they needed help from the district in the form of professional development to provide support for the literacy challenges. Educators also requested the creation of professional learning communities and stated they could profit from having the district schedule time for teachers to collaborate with colleagues and the reading specialist. This study may lead to positive social change by increasing knowledge about ways educators may address the needs of students struggling to read via professional development and by receiving guidance and motivation from other educational professionals through supportive learning communities.

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