phenomenological study of high school teachers' perceptions and experiences of the promise : students are known by name, strength, and need

Abstract

High school students, like everyone, want to be understood. Current research suggests students with a positive, supportive relationship with at least one adult in school attend school more regularly and are more likely to graduate. Low high school graduation rates contributed to the Highline School District's promise that "students are known by name, strength, and need." This study sought to understand high school teachers' perceptions and experiences with the district promise and their beliefs of how to best teach and support students. Six teachers from two district high schools were interviewed, and their responses coded and interpreted using Interpretive Phenomenological Analysis. The results showed teachers are aware of the district promise. They believe they are not able to know each and every student they teach due to the large number of students assigned them. Teachers believe knowing students is important but find it too time consuming and unrealistic given the curricular expectations and classroom management responsibilities, leaving no time for interaction and communication. Teachers did indicate that if knowing students were evaluated, they would make more effort. Accordingly, teachers generally treat all students as having similar learning needs. Two special education teachers had different practices and beliefs; they know their students because of the federal requirements to assess student needs and to create instructional goals based on those needs thus they are able to provide differentiated instruction to cater to student needs. Both high schools use small group, advisory programs to create trusting relationships with adults, yet the program was met with skepticism and apathy by half of the teachers because they do not believe the program is effective for them nor do they believe they are prepared to teach the lessons and perform other tasks that support the students in their advisory group. In each interview, teachers said they wanted to collaborate with other teachers, to feel known, and to work in a school 3 supportive of themselves and students. The main recommendation of this study is for increased teacher support and training in knowing students strengths and needs. Lastly, to fulfill the district promise, it is imperative for the school district to initiate and develop a supportive school community with the involvement of school administrators, teachers, and students.