Perceived Support for Instructional Innovation Within Urban Charter Schools in Kansas City, Missouri

Abstract

The purpose of this study was to create a qualitative and descriptive study about the perception of charter school teachers regarding their support for innovative instructional practices at the classroom level. This study was designed to speak directly to the educators who impart knowledge to students and those school leaders who impact the instructional decisions of those educators. Because charter schools are so varied in intent of theme, structure, and even purpose, the study focused on one set of charter schools sponsored by a major university located in the Kansas City, Missouri metropolitan area. This study examined if teachers perceived if there is support for innovation, regardless of the type, at their school that impacts their instructional practices at the classroom level. The researcher used open-ended interview questions to explore the instructional decision-making of charter school teachers at the identified schools. These questions explored elements of leadership, ownership, norms for diversity, continuous development and diversity as identified by the work of Siegel and Kaemmerer (1978) and their Siegel Scale of Support for Innovation research.