Qualitative Analysis of Multi-Tiered System of Supports Implementation in Schools

Date of Award


Degree Name

Ed.S. in School Psychology


Department of Counselor Education and Human Services


Susan Davies


Using a qualitative inquiry design, the implementation of Multi-Tiered Systems of Support (MTSS) was examined from the perspective of school psychologists to identify barriers and facilitators. The present study aimed to investigate whether school districts are currently using MTSS practices to identify academic and behavioral needs, according to the school psychologists employed in the district. Specifically, barriers and facilitators of schools implementing MTSS were analyzed. Several factors that facilitate or hinder the implementation of MTSS were identified from the extant literature, including: 1) administrative support; 2) professional development and training; 3) educator preparation; and 4) the use of implementation science. Emerging themes and subthemes were identified throughout the research and included a) implementation and evaluation with assessment tools, data collection, and progress monitoring, b) administrator support and buy-in, c) training; subthemes included educator preparation and professional development, and d) staffing. The participants of this study found the use of data, professional development, and staffing to be essential components of facilitating MTSS.


Counseling Education, Educational Psychology, Education, Educational Evaluation, Department of Educational Administration., Psychology, Special Education, Teaching, Teacher Education, School Administration, Systems Design, MTSS, multi-tiered system of supports, school psychologist perceptions

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