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Dissertation
Exploring the role of instructional leadership in supporting phonics instruction: a qualitative study on the needs and perspectives of K-2 teachers in Title 1 schools
Doctor of Education (Ed.D.), Drexel University
Jul 2025
DOI:
https://doi.org/10.17918/00011159
Abstract
In the United States, declining reading scores among students pose significant concerns for future success and societal well-being. Poor reading skills impact educational outcomes and have far-reaching implications for health, involvement in criminal activities, social empowerment, and overall quality of life. In response, Pennsylvania has implemented Chapter 49, which mandates structured literacy, including phonics instruction, to address the persistent challenges in early reading skills. This qualitative study focuses on K-2 teachers in Title 1 schools, examining their perceptions, challenges, and support needs related to phonics instruction within structured literacy frameworks. The study seeks to understand how these teachers interpret and implement phonics, their obstacles, and the leadership support and professional development types they find most beneficial. Employing a qualitative methodology, this study delves into the realities of teachers actively engaged in phonics instruction. Semi-structured interviews capture rich, detailed data, offering profound insights into teachers' subjective viewpoints. Aligned with constructivist perspectives, the research emphasizes the interconnectedness of individuals and systems within educational contexts. By exploring the intricacies of phonics instruction from the perspectives of those on the front lines, this research aims to fill a crucial gap in understanding the challenges K-2 educators face in Title 1 schools. The findings are expected to inform instructional leaders and policymakers about effective strategies for professional development and support that can enhance phonics instruction and ultimately improve reading outcomes. This study addresses the immediate need for improved literacy education and contributes to the broader dialogue on supporting educational equity and excellence. The study examined the following research questions: 1. How do K-2 teachers in a Title 1 school describe their "phonics instruction?" 2. How do K-2 teachers in a Title 1 school describe the support they need to implement phonics instruction effectively? 2a. What kinds of professional development do they need to implement phonics instruction effectively? 2b. What kinds of instructional leader support do they need to effectively implement phonics instruction?
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Details
- Title
- Exploring the role of instructional leadership in supporting phonics instruction
- Creators
- Angela Marie Manchini
- Contributors
- Mary Jean Tecce DeCarlo (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiv, 142 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022092755904721