In-Service Teachers’ Perceptions of Support for School Literacy Programs.

Abstract

  • Study Focus: In-service teachers’ perceptions of leadership support for school literacy programs.

  • Methodology: Quantitative, nonexperimental design using survey methodology.

  • Participants: 303 in-service teachers in Southern USA.

  • Findings: Medium to high ratings for instructional practices, school-wide activities, and leadership support.

  • Significant Findings: Academy experience influences perceptions of leadership support and instructional practices.

Authors

  • Sandra M. Harris, PhD - Assessment Coordinator, Walden University.

  • Shirley L. Barnes, PhD - Associate Professor, Alabama State University.

  • Danjuma R. Saulawa, PhD - Associate Professor, Alabama State University.

Introduction

  • Literacy's Growing Importance: Vital for American workers due to technological advancement (Zeece & Wallace, 2009).

  • Definition of Literacy: Encompasses reading, writing, and technology; leads to educational success (Neuman & Dickinson, 2001).

  • Teacher Preparedness: Many teachers lack skills for effective literacy instruction (Sulzer et al., 2002).

Theoretical Foundation

  • Social Constructivism: Understanding literacy acquisition through interaction between individuals, society, and culture (Weigel & Gardner, 2009).

    • Schools should promote high interaction levels for effective literacy development.

Literature Review

Factors Affecting Support Perceptions

Instructional Practices

  • Effective literacy programs stem from strong classroom instruction (McKool & Gespass, 2009).

  • Teachers promoting reading through personal engagement, e.g., library visits, suggested reading lists.

School-Wide Practices

  • Comprehensive programs involve parents and technology.

  • Parental involvement boosts literacy achievement (St. George, 2010).

    • Schools often do not actively recruit parent participation.

  • Technology proficiency is essential for modern literacy (IRA, 2002).

Leadership Support

  • Instructional leadership emphasized since the 1970s (Gracezewski et al., 2009).

  • Teachers’ support perceptions linked to resource allocation by principals (Murphy, 2004).

    • Literacy coaches can enhance teachers' instructional practices (Toll, 2008).

Method

Research Design

  • Utilized quantitative, nonexperimental study with survey methodology (Creswell, 2009).

  • Surveys facilitate measuring opinions and attitudes across a population.

Participants

  • Purposive sample of 303 in-service teachers at a historically Black university.

  • Survey demographics indicate a predominance of female (86.5%) and African American (92.7%) participants.

Procedures

  • Data collected by graduate assistants; ensured anonymity and voluntary participation.

  • Survey consisted of the Teacher Perceptions of Support for Literacy Programs Questionnaire (TPSLP).

Instrumentation

  • TPSLP questionnaire measured perceptions across three scales:

    1. Instructional Practices Scale (IPS): 11 items.

    2. School-Wide Practices Scale (SWPS): 12 items.

    3. Leadership Support Scale (LSS): 7 items.

Results

Statistical Analysis

  • MANOVA revealed significant effects of experience and grade on perceptions.

  • Reliability analysis of TPSLP scales showed acceptable alpha scores:

    • IPS: α = .72, SWPS: α = .85, LSS: α = .85.

Perceived Support of Literacy Programs

  • Majority rated support as medium to high across IPS (45.9% high) and SWPS (45.9% high).

  • Leadership Support ratings showed a significant range: low (8.3%), medium (66.3%), high (25.4%).

Discussion

  • Results imply effective literacy support practices are being implemented in schools.

  • Highlights a disconnect with prior research indicating teachers' unpreparedness for effective literacy teaching (Sulzer et al., 2002).

Significance of Research

  • Suggests schools are indeed supporting literacy practices effectively, likely improving student literacy achievement.

  • Framework can guide school administrators on enhancing teacher support for literacy programs.

Limitations

  • Narrow generalizability due to regional sampling; diverse studies needed for broader insights.

Implications for Future Research

  • Explore why perceptions differ between inexperienced and veteran teachers.

  • Investigate correlations between support perceptions, teaching efficacy, and student performance in literacy.