Date of Conferral
3-31-2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Mary Hallums
Abstract
The problem that was addressed through the study is that 82% of Grade 8 students score below proficiency on the end of year mathematics exam in a Northeast state. Grounded in Deci and Ryan’s self-determination theory, Maslow’s hierarchy of needs, and Gay’s culturally responsive theory, the purpose of this qualitative study was to explore Grade 8 mathematics teachers’ perceptions of the factors contributing to students’ low performance and the resources needed to support student success. For this basic qualitative design, semistructured interviews with 10 Grade 8 mathematics teachers were conducted. Through thematic analysis, the following four themes emerged: teachers were aware of factors influencing students’ mathematics performance and the effects of their instructional approaches; however, teachers' practices are shaped by capacity limitations at their school and district. Teachers requested expanding capacity and support systems and increasing student accountability by fostering supportive and motivating environments. The study has the potential to foster positive social change by increasing educational administrators' awareness of teachers' needs. This increased awareness may encourage the development and implementation of professional development opportunities needed to enhance teachers’ instructional practices, while creating programs that include culturally responsive methods to promote equity and success for educators and students.
Recommended Citation
Dixon, Jheneal, "Grade 8 Mathematics Teachers’ Perceptions of Students’ Low Performance in a Northeast U.S. State" (2026). Walden Dissertations and Doctoral Studies. 19770.
https://scholarworks.waldenu.edu/dissertations/19770
