Secondary mathematics, Qualitative, Response to intervention


Research about response to intervention (RtI) programs has primarily focused on the elementary level, and there is a noticeable lack of research specific to secondary mathematics RtI programs. As such, the focus of this qualitative study was secondary algebra teachers’ perceptions and self-efficacy for the implementation of RtI. Research participants consisted of eight secondary algebra teachers that had implemented RtI programs and had at least five years of teaching experience. A semi-structured interview protocol was utilized to discuss the types of interventions they utilized, perceptions of the implementation, beliefs in their ability to effectively implement RtI, along with their view of the training they received. The researcher found student behavior, time, and training had negative impacts on teachers’ perceptions and self-efficacy towards implementing RtI programs. While participants in the study exhibited an understanding of the various tiers of intervention along with the processes involved in RtI, we conclude that there was an overall lack of preparation to work within an RtI system. The findings of this research study are of particular importance for school administrators and secondary mathematics teachers to better understand the latent barriers for successful RtI implementation. The findings of this study help these key individuals better understand the perceptions and barriers for implementing secondary mathematics RtI.