Teachers’ Misunderstanding of the MTSS Framework: An Action Research Study Assessing Teachers’ Baseline Knowledge of the MTSS Framework
Date of Award
8-15-2026
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
Elizabeth Essex
Abstract
Implementing the Multi-Tiered Systems of Support (MTSS) framework is hindered by insufficient MTSS professional development for classroom teachers. This gap in teacher training leads to inconsistent intervention strategies and inadequate documentation of desired student outcomes. Targeted MTSS professional development should enhance staff's understanding of tier one core instruction intervention strategies and their integration into daily classroom routines. The goal is to establish clear MTSS guidelines for staff, supported by a revised Student Support Team (SST) process aligned with MTSS tiered academic and behavioral strategies, thereby reinforcing MTSS professional development. By strengthening teacher professional development in MTSS intervention strategies, including universal screening and progress-monitoring data-collection tools, we can ensure effective implementation of MTSS in both the classroom and schoolwide settings.
Keywords
Education, Educational Leadership, Teacher Education
Rights Statement
Copyright 2026, author
Recommended Citation
Geehreng, Charlotte, "Teachers’ Misunderstanding of the MTSS Framework: An Action Research Study Assessing Teachers’ Baseline Knowledge of the MTSS Framework" (2026). Graduate Theses and Dissertations. 7716.
https://ecommons.udayton.edu/graduate_theses/7716
