How Do Teachers Perceive Effective Teaching in a Small, Urban District?

Abstract

ABSTRACT Educational reforms centered on standards and accountability have done little to impact instructional practices in the classroom. School and district leaders recognize that improving teaching quality and effectiveness is necessary for student learning to increase. However, teaching and learning cannot improve without thoroughly examining what happens inside the classroom. Unfortunately, many principals and teachers do not share the same understanding of what constitutes effective teaching. Knowingly, teachers behave in ways consistent with their ideological and pedagogical beliefs. Therefore, if reform efforts are to succeed, instructional leaders must explore teacher perceptions of effective teaching practices. This study used a qualitative research approach to explore and understand teachers’ perceptions of effective teaching. This study intends to support developing a sound instructional model for improving education across the district. Teacher interviews were the qualitative research method employed to create a case study. The findings revealed teacher practices compatible with Marzano’s (2017) framework in the feedback and context areas, but inconsistent with the content elements. This study’s findings provide practitioners and researchers with recommendations for supporting the implementation and continuation of effective educational practices in their academic setting through a shared cognition of instructional improvements.