Examining Educators’ Perspectives on Barriers to Collaboration and Effective MTSS Implementation

Date of Award

5-9-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

James Olive

Abstract

Educator collaboration is a critical component of effective Multi-Tiered Systems of Support (MTSS) implementation, but many school districts struggle to enact collaborative practices with fidelity, resulting in inconsistent communication and student academic growth outcomes. This qualitative participatory action research study examined the barriers experienced by educators during the collaborative process of MTSS implementation in a small, rural public school district. Despite the district’s adoption of teacher-based teams and an MTSS framework, student academic growth data indicated declines suggesting a gap between theoretical understanding and practical application. Guided by the research question, what are the primary barriers experienced by educators during the collaborative process of Multi-Tiered System of Supports (MTSS) implementation aimed at improving students’ academic growth outcomes, this study used a constructivist paradigm and participatory action research methodology, using MTSS as the practice framework and Bronfenbrenner’s Ecological Systems Theory (EST) as the theoretical lens. Data were collected through semi-structured interviews with eight primary-grade educators, including classroom teachers, school guidance counselor, and support staff. Transcripts were coded through a reflective and iterative process and analyzed thematically, with member checking used to strengthen trustworthiness. Findings revealed that while educators demonstrated a strong theoretical understanding of MTSS and collaboration, three interconnected barriers impeded implementation with fidelity: limited application-based professional development and reduced educator efficacy, persistent time scarcity, and fragmented or missing building-wide organizational structures. These barriers limit coherent collaboration and consistent instructional decision-making across systems. The study concludes with an action plan focused on human-centered organizational change, including the establishment of a district-wide professional development committee, an audit of human resource roles and responsibilities, and formalization of systemic structures that prioritize time for instruction, intervention, and collaboration. The findings provide practical insight into how aligning organizational systems, leadership practices, and collaborative structures can strengthen MTSS implementation and support sustained student academic growth.

Keywords

Education, Educational Leadership, Elementary Education

Comments

OCLC No. 1591829296

Rights Statement

Copyright 2026, author.

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