Publication Date

Spring 2026

Document Type

Capstone Project

Degree Name

Doctor of Education

Department

Interdisciplinary Leadership

First Advisor

Dr. Christopher Dignam

Second Advisor

Dr. Deborah King

Third Advisor

Dr. Amy Kelly

Abstract

The purpose of the study was to examine elementary teachers’ perceptions of the multi-tiered system of support (MTSS) implementation process, their understandings of inclusion, and the ways these beliefs informed their pedagogy. To gain deeper insight into these dynamics, a phenomenological approach was employed, in which elementary educators were invited to participate in interviews that focused on the MTSS process in their school contexts. Findings revealed teachers’ interpretations of inclusive classrooms, their perceptions of MTSS frameworks, and the strategies they used to address students’ academic and behavioral needs while recognizing individual strengths. Teachers shared their beliefs about students who do not respond to core instruction, as well as their use of data to identify learners who require additional support. The results suggested that, across diverse elementary settings, teachers may lack awareness of MTSS strategies and feel insufficiently confident in implementing them. Additionally, the findings demonstrated that school‑level systems may not be fully in place to enable teachers to effectively implement MTSS. The study’s implications emphasized the importance of instructional practices, professional learning, and leadership and policy structures that support MTSS. Finally, the findings underscored the role of trusting professional learning communities in fostering collective efficacy and strengthening educators’ social cognition. Recommendations included targeted professional development related to professional learning communities, culturally responsive teaching, and trauma‑awareness training.

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