Classroom Leaders Work With a Change in Reading Curriculum to Influence Achievement

Instructional leaders in both public and private schools have been given the task of creating environments in schools that promote learning and academic achievement. The purpose of this qualitative case study was to determine how the implementation of a new reading curriculum influenced teacher self-efficacy and perceptions related to instruction and student learning. Fifteen elementary and secondary teachers who were at a private Christian school during a curriculum change completed the Teacher Sense of Self-Efficacy Survey (TSES) and participated in semi-structured interviews. The reading Comprehension Percentile Ranking scores from the Iowa Tests of Basic Skills (ITBS) assessments revealed how student scores in reading changed after the new curriculum was implemented. Bandura's social cognitive theory served as the theoretical foundation of the study. Data analysis involved constant comparison of the interviews along with descriptive data from the TSES surveys and ITBS. The results of the study revealed that after the curriculum change occurred at the school, all grade levels improved to the above-average percentile bracket on the ITBS. The interview results included several themes, which showed that self-efficacy and enhanced instruction are linked, that professional development and training are factors that improve the curriculum change process and that student learning can benefit as a result of a curriculum change. Findings from this study may help future instructional leaders within private schools overcome impacts when curriculums are changed and help these instructional leaders create learning environments that promote learning in the classroom with all students.