Date of Conferral



Doctor of Education (Ed.D.)






The school districts face many challenges when incorporating and utilizing the International Baccalaureate Primary Years Program (IBPYP) framework. The success of IBPYP depends on how these challenges perceived by the teachers. The purpose of this study was to explore and highlight challenges associated with the IBPYP and the influence these challenges may have in shaping teachers’ perceptions of the program. The central research questions focused on gathering data on the challenges teachers face as they utilize the program and whether or not these challenges shape their perception of the program, or affected their ability to utilize the program standards and practices effectively. Growth mindset versus fixed mindset was the conceptual framework underlying this study. The study employed purposeful sampling that included 18 educators with various years of experience in education and with the IBPYP. Telephone interviews were the main source of data collection. Open coding and inductive analysis identified emerging patterns that led to themes such as professional development and training, lack of resources, time, and standards integration. Findings revealed that teachers did not feel equipped to engage effectively in the inquiry learning process due to the challenges they faced. Based on the findings, recommendations include the need for districts and school leaders to be better informed about the IBPYP before its adoption. Positive social change may occur once district leaders are able to provide the necessary resources, training and professional development that will empower teachers as they utilize the IBPYP.