Graduation Year

2025

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

Ann Cranston-Gingras, Ph.D.

Committee Member

Robert Dedrick, Ph.D.

Committee Member

Zorka Karanxha, ED.D.

Committee Member

David Allsopp, Ph.D.

Keywords

education, knowledge, leadership, MTSS/RtI, perceptions

Abstract

Principals play a crucial role in implementing MTSS/RtI (Multi-Tiered Systems of Support/Response to Intervention), yet little is known about their understanding of the RtI component. This quantitative survey examined Florida middle school principals’ actual and perceived knowledge of MTSS/RtI, as well as how training and demographic factors—such as special education certification, education level, Title I status, administrative experience during rollout years (2006–2010), district training hours, and college coursework—relate to that knowledge. Data from 54 principals were collected through perception scales, training background, and knowledge-based questions. Results showed principals rated their perceived knowledge higher than their actual knowledge, with a moderate positive correlation between the two. District training was the only factor significantly associated with perceived knowledge, while many administrators reported varied or low levels of training in pre-service and district training. Findings indicated gaps in understanding RtI components (particularly screening) and confusion distinguishing RtI from eligibility processes. Title I schools showed lower patterns, suggesting greater support is needed. Comments underscored the need for focused support in higher-tiered interventions, dedicated staff for individual students, inclusion of students with disabilities, solutions to secondary level implementation challenges (including scheduling, curriculum and credits) and clarity between MTSS and RtI terminology.

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