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The impact of teacher perceptions about underrepresented students

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The impact of teacher perceptions about underrepresented students

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Content Running head: THE IMPACT OF TEACHER PERCEPTIONS 1
Copyright 2019 Emily Zazanis

The Impact of Teacher Perceptions About Underrepresented Students

Emily Zazanis
University of Southern California

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019

THE IMPACT OF TEACHER PERCEPTIONS 2

Dedication
To my children Stella and Alex, whom I cherish with all my heart. You are my
inspiration! Thank you for giving me the strength, courage, and support to accomplish this
dream.
To my late sister, Lydia who smiles down on us from the monthly crescent “Lydia
Moon.” As an underrepresented student, thank you for teaching us all that labels do not define
us. The lessons you taught us by your pure existence will live on in all of us forever.

THE IMPACT OF TEACHER PERCEPTIONS 3

Acknowledgments
To my children Stella and Alex, you are such a gift in my life. I am so proud of both of
you, and I am honored to be your Mama. Thank you for your constant love and encouragement!
I would like to thank my entire family for their constant love and support throughout this
journey. I especially would not have been able to do this without my mother, Estelle Ruppert
who has been my anchor and has supported me and guided me throughout my life. Thank you
for always being there mom.
Much love and thankfulness to my father, Alan Ruppert, and Maryanne who have been
there for me and supported me in so many ways; I am forever grateful.
A special thank you to my sister, Sarah, brother in law, Scott, and my amazing nephew
and niece, Silas and Evie for always jumping in and being there for us.
To my grandmother, Oma. Thank you for your unconditional love. Your perfect
combination of strength and love has always guided me and helped me throughout my life.
With much appreciation to Bop, my late grandfather, and Nanny, my late grandmother,
who played a special role throughout my life. Thank you for all the love and support you gave
me.
To Maria, my mentor and friend. Thank you for always being next to me, for your
unconditional support, love, and friendship. I am forever grateful for your presence in my life.
To Esperanza Kays, thank you for being such a dedicated and loyal friend. Your support
and friendship are truly valued.
Dr. Robert Phillips, your guidance, support, encouragement, and positivity kept me on
track. I am forever grateful.

THE IMPACT OF TEACHER PERCEPTIONS 4

My mentors, Gail Pawlikowski and Dr. Tony Shallop, I have learned so much from both
of you. Thank you for sharing your knowledge with me and for providing me with the
experiences to be a servant leader.
With much appreciation to Dr. Tu Price, thank you for being there and for helping me
with my dissertation and everything throughout the final year of this doctoral journey. I am
forever grateful.
Thank you to all of my OCL classmates and professors for their support throughout this
process. Especially, Dr. Micah Stork for your constant support and encouragement. Fight On!
With much gratitude to my dissertation committee: Dr. Monique Datta, Dr. Lawrence
Picus, and Dr. David Cash. Thank you for your continued support and valuable feedback
throughout this process.

THE IMPACT OF TEACHER PERCEPTIONS 5

Table of Contents
Dedication ....................................................................................................................................... 2
Acknowledgments........................................................................................................................... 3
List of Tables .................................................................................................................................. 8
List of Figures ................................................................................................................................. 9
Abstract ......................................................................................................................................... 10
Chapter One: Introduction ............................................................................................................ 11
Introduction of the Problem of Practice .................................................................................... 11
Organizational Context and Mission ........................................................................................ 11
Organizational Goal .................................................................................................................. 12
Related Literature ..................................................................................................................... 12
Importance of the Evaluation .................................................................................................... 14
Description of Stakeholder Groups ........................................................................................... 14
Stakeholder Groups’ Performance Goals ................................................................................. 15
Stakeholder Group for the Study .............................................................................................. 16
Purpose of the Project and Questions ....................................................................................... 17
Methodological Approach and Rationale ................................................................................. 18
Definitions ................................................................................................................................ 18
Organization of the project ....................................................................................................... 19
Chapter Two: Literature Review .................................................................................................. 20
The Impact of Teachers’ Unconscious Assumptions about Underrepresented Students ......... 20
Influences on the Problem of Practice ...................................................................................... 21
The Effects of Educators’ Perceptions ...................................................................................... 23
THE IMPACT OF TEACHER PERCEPTIONS 6

Teaching Underrepresented Students ....................................................................................... 25
The Clark and Estes Gap Analytic Conceptual Framework ..................................................... 27
Stakeholder Knowledge, Motivation, and Organizational Influences ...................................... 28
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and the
Organizational Context ............................................................................................................. 44
Conclusion ................................................................................................................................ 47
Chapter Three: Methodology ........................................................................................................ 48
Research Questions ................................................................................................................... 49
Participating Stakeholders ........................................................................................................ 49
Ethics ........................................................................................................................................ 57
Limitations and Delimitations .................................................................................................. 58
Chapter Four: Findings ................................................................................................................. 60
Findings .................................................................................................................................... 63
Chapter Five: Recommendations .................................................................................................. 84
Purpose of the Project and Questions ....................................................................................... 84
Recommendations for Practice to Address KMO Influences ................................................... 85
Integrated Implementation and Evaluation Plan ....................................................................... 99
Implementation and Evaluation Framework ............................................................................. 99
Data Analysis and Reporting .................................................................................................. 115
Summary ................................................................................................................................. 116
Strengths and Weaknesses of the Approach ........................................................................... 117
Future Research ...................................................................................................................... 118
Conclusion .............................................................................................................................. 119
THE IMPACT OF TEACHER PERCEPTIONS 7

References ................................................................................................................................... 121
Appendix A: Informed Consent Form ........................................................................................ 127
Appendix B: Interview Protocol ................................................................................................. 130
Appendix C: Immediate Evaluation with Level 1 Survey .......................................................... 132
Appendix D: Immediate Evaluation with Level 2 Survey .......................................................... 134
Appendix E: Delayed Assessment with Level 1-4 Survey ......................................................... 137

THE IMPACT OF TEACHER PERCEPTIONS 8

List of Tables
Table 1. Organizational Mission, Global Goal and Stakeholder Performance Goals ............... 16
Table 2. Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis......... 32
Table 3. Motivational Influences and Assessments for Motivation Gap Analysis .................... 38
Table 4. Organizational Influences and Assessments for Organizational Gap Analysis ........... 43
Table 5. Qualitative Participants ................................................................................................ 63
Table 6. Suspension Rates over a Four-Year Period ................................................................. 81
Table 7. Summary of Knowledge Influences and Recommendations ....................................... 88
Table 8. Summary of Motivation Influences and Recommendations ........................................ 92
Table 9. Summary of Organization Influences and Recommendations .................................... 96
Table 10. Outcomes, Metrics, and Methods for External and Internal Outcomes ..................... 101
Table 11. Critical Behaviors, Metrics, Methods, and Timing for Evaluation ........................... 103
Table 12. Required Drivers to Support Critical Behaviors ........................................................ 106
Table 13. Evaluation of the Components of Learning for the Program ..................................... 111
Table 14. Components to Measure Reactions to the Program ................................................... 113

THE IMPACT OF TEACHER PERCEPTIONS 9

List of Figures
Figure 1. Conceptual framework for the study of teacher perceptions of underrepresented ...... 46
students

THE IMPACT OF TEACHER PERCEPTIONS 10

Abstract
Teachers have the ability to greatly impact student learning outcomes. However, teacher
perceptions about underrepresented students have influenced the expectations that teachers have
about students’ academic ability, which can jeopardize their ability to succeed in and out of the
classroom. The researcher conducted an evaluation study that analyzed the knowledge,
motivation, and organizational influences that affect teachers’ ability to gain an understanding of
implicit bias, equity-based classrooms, and how their relationships and academics can be
impacted by the assumptions that they make about underrepresented (Black and Latinx) students.
Through a qualitative study, data was collected and analyzed that validated the influences that
impact teachers’ perceptions and implicit biases as they relate to teaching Black and Latinx
students. The influences involved educating teachers about the impact of their perceptions and
assisting them in recognizing their own implicit biases, along with providing professional
development on the importance of building relationships with their students, and additional time
to reflect on their practices in a collaborative school environment. Finally, the New World
Kirkpatrick Model was implemented as a means to evaluate the recommendations related to the
improvement program to assist teachers in understanding the impact of their perceptions about
underrepresented students.

THE IMPACT OF TEACHER PERCEPTIONS 11

Chapter One: Introduction
Introduction of the Problem of Practice
Teacher perceptions about underrepresented students can impact the learner’s academic
achievement. Teachers who make assumptions about a student's academic ability due to
stereotyping will have serious implications in the student's ability to reach their highest potential
(Spitzer & Aronson, 2015; Thompson, Warren, & Carter, 2004). Research has shown that one's
perception of how alike or different they are from others, establishes the foundation for the way
they will be perceived (Cartwright, 2012; Day & Allvin, 2016). Therefore, teachers who are not
conscious of their own bias before working with multicultural students could jeopardize their
effectiveness in the classroom, due to their lack of ability to connect to their students (Martin,
2014).
Organizational Context and Mission
Thomas Jefferson High School (TJHS), a pseudonym, is part of a large suburban school
district located in central New Jersey. The school is home to 2,242 students, spanning grades 9-
12, and caters to a diverse student body that consists of the following percentages as it pertains to
race; it is 69% Asian, 18% White, 8% Black, and 4% Latinx; with respect to gender, 49% of the
population is represented by female students, and 51% are male. Currently, 17% of TJHS
students receive free or reduced lunch. TJHS is ranked in the top 30 among high schools in the
state of New Jersey. There are 152 faculty members serving this diverse community of future
learners who are led by one principal and three assistant principals. The mission of TJHS is to
ensure that all students achieve their highest level of academic success while providing a safe
and supportive learning environment in which to do so.

THE IMPACT OF TEACHER PERCEPTIONS 12

Organizational Goal
Thomas Jefferson High School’s goal is aligned with the large suburban public-school
district’s goal, which is to ensure that all students achieve in the areas of Math and Language
Arts by 100%, increase technological resources for students and staff by 75%, and develop 50
working partnerships with the community by September of 2020. The assistant superintendent
established this goal five years ago, in collaboration with supervisors, principals, and
teachers. Together, they outlined various areas that required improvement so that the district
mission could be accomplished. The achievement of TJHS’s goal was measured by the results of
Middle States Accreditation, increased use of technology, increased community involvement,
and improved test scores by June of 2020. It was necessary to evaluate the organization’s
performance in regard to the organization’s goal in order to maintain the academic performance
in a technologically challenging environment. If the goals established by the school district were
not reached, Thomas Jefferson High School would not receive the necessary accreditation to
receive additional state funding, which provides for the enhanced use of technology and
resources necessary for the academic success of all students.
Related Literature
Many studies have shown that teachers’ preconceived assumptions prevent
underrepresented students from reaching their highest potential (Cartwright, 2012; Day & Allvin,
2016; Finnan, 2013). Additional studies have demonstrated how students are negatively
impacted emotionally and academically by teachers’ assumptions based on their ethnic, socio-
economic class, and previous academic grades (Spitzer & Aronson, 2015; Thompson et al.,
2004; Wang & Neihart, 2015). Furthermore, these researchers have found that it is necessary for
THE IMPACT OF TEACHER PERCEPTIONS 13

teachers to gain deeper insight into their own beliefs and attitudes before consciously and
subconsciously subjecting students to unfair bias, which leads to poor learning outcomes.
Researchers concluded that a teacher’s attitudes and beliefs greatly affect the quality of
one’s teaching, which directly impacts academic achievement (Baird, Pavelsky, Savage, &
Valberg, 2008; Cartwright, 2012; Thompson et al., 2004). Thompson et al. (2004) stated that an
educator’s own beliefs could impact a student’s ability to succeed. The researchers also found
that teachers have the tendency to form expectations regarding student’s abilities based on their
own perceptions of race, class, physical appearance, and past achievement. This bias causes
teachers to hold specific expectations about a student’s academic ability, which then leads to
students engaging in a self-fulfilling prophecy, either leading to academic success or failure.
Furthermore, Baird et al. (2008) concluded that teacher perceptions and unconscious
biases seriously impact a student’s academic performance. The researchers stated that teachers’
culturally driven values shape instruction and if they are not aligned with the learning styles of
minority students, they will not achieve their highest learning potential. Cartwright (2012) found
that teachers who make assumptions based on their own beliefs about a student’s ability to
achieve academic success will greatly impact their academic performance. The researcher
discovered that the degree of bias in the classroom caused by a teacher’s assumptions contributes
to the underachievement among minority students and seriously impacts learning outcomes.
D’Elisa (2015) concluded that a teacher’s perception and belief about a student’s ability to learn
greatly impacts their performance and how academically competent they become. This research
demonstrates that teachers are unaware of the impact their perceptions have on underrepresented
students who are already underachieving academically.

THE IMPACT OF TEACHER PERCEPTIONS 14

Importance of the Evaluation
Teacher bias is important to address because teachers, in general, stereotype
underrepresented students and assume that they are unable to learn at the same level as their
peers, which greatly jeopardizes their potential for academic success (Spitzer & Aronson, 2015).
Failing to address teachers’ pre-existing beliefs and assumptions about underrepresented students
could seriously impede their academic success (Martin, 2014). Baird et al. (2008) stated that it is
vital that not only the teacher maintain high expectations, but the school administrators establish
a school culture that promotes high achievement and a belief that all students can learn.
Research indicates that teachers’ beliefs, attitudes, and assumptions about underrepresented
students have a profound impact on their learning outcomes (Spitzer & Aronson, 2015;
Thompson et al., 2004). If this negative cycle continues to occur, it will be extremely harmful
towards the emotional well-being and academic success of underrepresented students (Thompson
et al., 2004).
Description of Stakeholder Groups
The key stakeholders associated with Thomas Jefferson High School consist of
administrators, teachers, and students. Administrators play a very important role throughout the
high school. They establish a culture and climate for learning and ensure the safety and security
of all teachers and students. Administrators also implement policies established by the school
district so that the organizational goals can be achieved, along with creating a supportive
learning environment that enable teachers to help students reach their fullest potential. Teachers
engage, motivate, and support students through the use of interactive learning activities. Their
role also entails the integration of technology and creative teaching methods that facilitate all
learner’s needs by assisting them in reaching their highest potential. Students are very important
THE IMPACT OF TEACHER PERCEPTIONS 15

stakeholders and are profoundly impacted by the organization’s goals. They are the receivers of
knowledge and experience, which will assist them in the development of skills so that they may
be contributing members of society. Students main priority is to enrich themselves through
academic studies and social experiences which build knowledge and character. The
administrators, teachers, and students all contribute to the fulfillment of the school’s mission and
organizational goals.
Stakeholder Groups’ Performance Goals
Thomas Jefferson High School’s goal is aligned with the large suburban public school
district’s goal, which is to ensure that 100% of students demonstrate growth in the areas of Math
and Language Arts by June of 2020. In order to accomplish this goal, various stakeholders
played an important role in this process. Based on the academic performance gap that exists
between the ethnically diverse student body, performance goals were established to close the gap
so that the district mission and goals could be achieved. First, a goal was established which
involves school administrators. By December of 2019, the school principal will provide
professional development to all faculty members to provide them with bias and equity training.
Next, the stakeholder group of focus performance goal stated that by June of 2020, 100% of
teachers will have an understanding of implicit bias, equity-based classrooms and how that
impacts relationships with students and academic outcomes. The achievement of said goal was
measured through data collection, observations, and interviews. To further assess the successful
accomplishment of this goal, data would be collected on students’ academic growth by June of
2020, in the area of Language Arts and Math. All stakeholders played a very important role in
the accomplishment of the organizational mission and goals. Table 1 displays the organizational
THE IMPACT OF TEACHER PERCEPTIONS 16

mission, the organizational global goal, the stakeholder goal, the organizational performance
goal, and the three stakeholder goals.
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission of the SEA Public School District is to ensure that all pupils achieve at the highest level of
academic success. The district, in partnership with the community, will provide a safe, supportive
learning environment which promotes self-worth and encourages productive contributions to a diverse
and constantly evolving global society.
Organizational Performance Goal
Thomas Jefferson High School’s goal is aligned with the large suburban public-school district’s
goal, which is to ensure that 100% of students demonstrate growth in the areas of Math and Language
Arts by June of 2020.
Teachers Students Administrators
By June of 2020, 100% of
teachers will have an
understanding of implicit bias,
equity-based classrooms and
how that impacts relationships
with students and academic
outcomes.
By June of 2020, 100% of
students will demonstrate
growth in the area of Language
Arts and Math.

By December of 2019, the
school principal will provide
professional development to all
faculty members to provide them
with bias and equity training.

Stakeholder Group for the Study
Although the increase in student achievement in both Mathematics and Language Arts is
contingent upon the collaboration of all stakeholders, it was important to evaluate how
effectively teachers are impacting student learning in the classroom. Therefore, the stakeholder
group the researcher focused on for this study were the teachers. The stakeholder’s goal was that
100% of teachers would have an understanding of implicit bias, equity-based classrooms and
THE IMPACT OF TEACHER PERCEPTIONS 17

how that impacts relationships with students and academic outcomes to assist Thomas Jefferson
High School in reaching its organizational goal. Establishing an awareness of implicit bias and
equity-based classroom involved teacher awareness and bias training along with various
techniques to motivate and engage students, while integrating a curriculum that appeals to all
ethnicities. Creating equity in the classroom means that students of all backgrounds (race,
gender, etc.) are given equal opportunities to learn. Failure to accomplish this goal would have
led to the continued underachievement of underrepresented students, which would not allow the
high school to reach its organizational goal. By not meeting the goal of assisting all students in
their ability to achieve in Math and English, the school district will not receive the necessary
accreditation to receive additional state funding, which is needed to provide the necessary
resources for the academic success of all students.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which teachers have an
understanding of implicit bias, equity-based classrooms, and how that impacts relationships with
students by June of 2020. The analysis focused on knowledge, motivation, and organizational
influences related to achieving this organizational goal. While a complete evaluation project
would focus on all TJHS stakeholders, for practical purposes the stakeholders focused on in this
analysis were the teachers.
As such, the questions that guide this study are the following:
1. What are the knowledge, motivation and organizational influences related to achieving
the stakeholder goal of 100% of teachers having an understanding of implicit bias,
equity-based classrooms and how that impacts relationships with students and academic
outcomes?
THE IMPACT OF TEACHER PERCEPTIONS 18

2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Methodological Approach and Rationale
Throughout the study in question, the researcher utilized the qualitative methodological
approach to most effectively acquire the data relevant to the study. The Clark and Estes (2008)
gap analysis was used to assist the researcher in gaining deeper insight into the knowledge,
motivation, and organizational factors, along with providing a conceptual framework with which
to guide this study. The researcher conducted the study through user-driven action research,
along with other qualitative methods of data collection to gain a better understanding of the
knowledge, motivation, and organizational factors that impacted the teachers’ effectiveness
throughout this study. Upon careful reflection and analysis of various methodological
approaches, the researcher decided that a qualitative inquiry approach would allow for an in-
depth understanding of the gaps that could exist and the KMO influences that impact the
stakeholders.
Definitions
Equity-based classroom: This term refers to the idea that every student will make appropriate
academic growth by means of an environment where students are treated equally (Rivers
& Sanders, 2002).
Multicultural student: A student of various ethnic backgrounds (Schlosser & Foley, 2008).
Underrepresented student: Refers to a student that represents a minority group (Hugo, 2001).
THE IMPACT OF TEACHER PERCEPTIONS 19

Implicit Bias: The unconscious attitudes that one has that impacts our understanding and actions
towards others (Greenwald & Krieger, 2006).
Organization of the project
There are five chapters used to organize this study. Chapter One provides the reader with
the main concepts surrounding teacher perceptions towards their underrepresented students and
how it impacts academic outcomes. The researcher presented the organization’s mission, goals,
and stakeholders, along with the introduction to the framework for the study. Chapter Two
provides a review of the literature that focuses on the scope of the study. Chapter Three will
provide the reader with the knowledge, motivation and organizational influences that impact the
problem of practice and include the methodology regarding the selection of participants, data
collection and analysis. Chapter Four focuses on the collected data, which will be assessed and
analyzed. Finally, Chapter Five provides possible solutions, based on various factors such as
data and relevant literature, along with recommendations for an implementation and evaluation
plan.

THE IMPACT OF TEACHER PERCEPTIONS 20

Chapter Two: Literature Review
This literature review will examine how teachers’ perceptions have shaped the
expectations they have of underrepresented students’ ability to succeed academically. The
review begins with general research on how an educator’s assumptions and unconscious beliefs
about a student’s ability based on their race, can greatly impact academic outcomes. This section
is followed by an overview of literature on the lack of awareness that educators possess about
their own preconceived assumptions on student’s academic ability due to race. The review will
give an in-depth review on how teachers’ racial perceptions of students can jeopardize their
effectiveness in the classroom and negatively impact the student’s ability to succeed. This
section includes current research on the profound effect that teachers’ perceptions have on a
student’s sense of self, motivation, self-efficacy, and a teacher’s ability to effectively connect
with students of multicultural backgrounds. Lastly, the review will focus on the Clark and Estes
Gap Analytic Conceptual Framework, focusing on knowledge, motivation, and organizational
(KMO) influences involved with teachers’ ability to become conscious of their preconceived
assumptions about underrepresented students’ ability to succeed academically.
The Impact of Teachers’ Unconscious Assumptions about Underrepresented Students
Teacher’s subconscious and conscious assumptions about a student’s academic ability
based on their race has greatly impacted student outcomes (Baird et al., 2008; Martin, 2004).
Numerous studies have indicated that students are negatively impacted emotionally and
academically by teachers’ assumptions on their ethnic, socioeconomic class, and previous
academic success. Research studies have concluded that teachers have the ability to positively
impact a student’s learning outcomes, however, if they treat students un-equally based on their
beliefs, they will jeopardize their ability to succeed in and out of the classroom (Bensimon, 2005;
THE IMPACT OF TEACHER PERCEPTIONS 21

D’Elisa, 2015; Finnan, 2013). Steel and Cohn-Vargas (2013) discovered that a student’s
academic experiences are influenced by the teachers’ perceptions of their ability to succeed. The
researchers concluded that teachers who did not create identity safe environments caused
underrepresented students to not excel in school. Based on the literature analysis, it is concluded
that teachers need to be made aware of the influences they hold on a student’s emotional and
academic outcomes (D’Elisa, 2015). It is necessary to shed light on the impact teacher
perceptions have on student outcomes that exist within school systems.
Influences on the Problem of Practice
Various factors contribute to teacher perceptions about underrepresented students. In the
following section, the researcher explored the impact of teachers’ unconscious and conscious
beliefs based on their students ‘ethnicity, along with how it affects students’ academic outcome.
Upon careful review of the factors that contribute to a teachers’ belief about a student’s ability,
the researcher examined the implications that their assumptions have on a student’s ability to
obtain academic success. The upcoming analysis on both, teachers’ unconscious beliefs and the
way it impacts academic success would provide a deeper understanding of the importance of
addressing the researcher’s problem of practice.
Unconscious Beliefs and Assumptions about a Student’s Ability Based on Ethnicity
Teachers’ unconscious and conscious beliefs towards students based on their ethnicity
have contributed to students’ academic outcomes. According to Martin (2014), implicit biases
begin as early as age three and are formed from external influences from family and the
community in which one lives. Teachers who are not conscious of their own biases are prone to
be less effective in the classroom since they are unable to relate to their students (Martin, 2014).
Failing to address teachers’ pre-existing beliefs and assumptions about underrepresented students
THE IMPACT OF TEACHER PERCEPTIONS 22

seriously impacts academic success. Flannery (2015) stated that the expectations teachers have
on students’ ability to succeed can be directly linked to their own implicit bias and impact a
learner’s academic outcome. The researcher concluded that a teacher’s belief about a student’s
ability to succeed directly impacts how well the student does in school. Based on the above
research reviewed by the researcher, it is evident that teachers’ unconscious bias and overall
perceptions about a student’s ability has contributed to the achievement gap.
An educator’s own attitudes and beliefs greatly affect the quality of one’s teaching, which
directly impacts academic outcomes. Thompson et al. (2004) stated that teachers form
expectations of students’ abilities based on their own perceptions of race, class, physical
appearance, and past achievement. The researchers concluded that teachers’ expectations of
students become a self-fulfilling prophecy, which leads to either academic success or failure.
Furthermore, they stated that teachers are prone to blame students for failing in school and made
assumptions that their ethnic and low socio-economic backgrounds caused their failures.
The Impact on Students’ Academic Success
Many educators are not aware of the negative impact of their own biases and how their
perceptions negatively impact student performance in the classroom. Baird et al. (2008) stated
that teacher assumptions and unconscious biases seriously impact academic performance.
Furthermore, teachers’ culturally driven values shape instruction, and if they are not aligned with
the learning styles of underrepresented students, they will not achieve their highest learning
potential. Teachers continue to perceive groups of students who differ from them as less capable
of achieving academic success (Finnan, 2013). The researcher found that teachers favor students
who are more like themselves and are prone to treat students who are of a different ethnic
background differently, compared to students of their same race. Spitzer and Aronson (2015)
THE IMPACT OF TEACHER PERCEPTIONS 23

identified that students who do not feel supported by their teachers, because of a perceived
stereotype have greater difficulties in reaching their highest potential. When underrepresented
students do not feel supported by their teachers, they are more likely to fail. These studies
demonstrate that a teacher’s perceptions, whether subconscious or conscious, seriously impact
the outcome of students who are ethnically different from themselves.
The Effects of Educators’ Perceptions
The topics of student motivation, self-efficacy, and mindset have all been linked to the
perceptions that a teacher has of his/her students. The interactions that a teacher has with
students, either positive or negative, contributes to academic success or failure (Schunk, 2003;
Wang & Neihart, 2015). In the upcoming section, the researcher will review various factors that
impact students’ academic outcomes.
The Impact on Student Motivation and Self-Efficacy
Teachers greatly influence a student’s ability to improve their level of self-efficacy,
which impacts motivation and academic success. Wang and Neihart (2015) concluded that
teachers who treat their students with respect, care, and an encouraging nature impact their level
of self-confidence, which increases academic achievement. Students who are not given the
support and assistance in learning will lead to lower levels of self-efficacy. A qualitative study
was conducted which focused on teacher and student perceptions of academic ability and self-
efficacy. The researchers concluded that students attributed their academic improvement and
increased confidence to the support of their teacher. Valentine, Dubois, and Cooper (2004) stated
that self-efficacy impacts academic achievement. Moreover, students with high levels of self-
efficacy are more motivated to perform better in school and strive to behave in ways that mirror
the view the teacher has of them. The researchers found a direct link between one’s belief in
THE IMPACT OF TEACHER PERCEPTIONS 24

themselves and academic achievement.
According to Schunk (2003), students rely on feedback from their teachers to help them
monitor the progress they are making academically. Furthermore, feedback given by teachers
about the student’s progress raises self-efficacy and increases motivation. Schunk (2003)
measured the effects of teacher feedback and students’ academic progress. The results showed
that their self-efficacy increased when given feedback from their teacher. In conclusion, a
student’s lack of self-efficacy is linked to the way they perceive their potential for success.
Teachers’ perceptions of their students impact the way they view themselves and their ability to
succeed and how they view themselves directly impacts their academic outcome.
Mindset
Students’ mindset and the way they view their ability to succeed impacts their learning
outcomes (Dweck, 2006). Students with a fixed mindset, believe their qualities are
unchangeable, compared to students with a growth mindset, which is the belief that one’s
potential is unknown and with effort, everyone has the ability to improve. Students who
approach academic challenges with a growth mindset are more likely to succeed. Aditomo
(2015) conducted a qualitative study that concluded that students who believed that they had a
low academic ability, received lower grades on exams. Students with low self-efficacy lead to a
fixed mindset, which impacted their ability to overcome academic challenges and setbacks.
Furthermore, students with a fixed mindset easily become unmotivated and unproductive in
academic settings, which maintains a low level of self-efficacy. It is concluded that students
who believe that they have the ability to achieve higher levels of academic success are positively
influenced by other factors that contribute to building their self-efficacy, primarily by their
teacher’s influence and the perceptions that they hold of their students.
THE IMPACT OF TEACHER PERCEPTIONS 25

Teaching Underrepresented Students
Thompson et al. (2004) stated that White teachers form expectations about
underrepresented students based on their own assumptions related to the student’s ethnicity. In
the following section, the researcher will discuss the importance of establishing a positive
teacher/student relationship which affects the overall learning environment. Furthermore, the
importance of creating an equity-based classroom that engages all learners regardless of their
ethnic background will be addressed.
Teacher and Student Relationships
Teachers who have high expectations of underrepresented students and cultivate positive
relationships, contribute to improved academic success and high levels of self-efficacy. D'Elisa
(2015) stated that a teacher’s beliefs and the expectations they have of their students affect how
academically competent they become. The researcher conducted a study which examined
teacher beliefs in connection to a student’s motivation, associated with race. The research
concluded that teachers’ assumptions impacted their perception about a student’s level of
motivation and academic achievement.
Dull, Schleifer, and McMillan (2015) specified that teachers could assist students in
academic success by creating a supporting learning environment. By developing positive
relationships and creating a classroom environment where students feel accepted and celebrated
for their individuality, impacts a student’s sense of self-worth, which assists students in reaching
their highest potential. The study concluded that academic success was connected to a positive
learning environment, established by the teacher. Another study conducted by Cohn-Vargas and
Steele (2015) found that a student’s academic experience is greatly impacted by the teachers’
perceptions of his or her ability to succeed. Students will not perform at their highest potential if
THE IMPACT OF TEACHER PERCEPTIONS 26

teachers do not create an “identity safe” environment, where students are treated equally and are
valued for their diverse backgrounds. The researchers stated that students in an identity safe
classroom, felt a greater sense of belonging and the positive relationship with the teacher
improved self-confidence and improved test scores.
Equity-based Classroom
An equitable classroom environment provides students of all backgrounds with equal
opportunities to learn and advance their knowledge. However, in order to create this type of
environment, teachers need to be culturally aware and have the ability to connect with students
of diverse cultural backgrounds (Hanover Research, 2017). Teachers have the ability to greatly
impact a student’s learning outcomes, but if they do not treat students equally based on their
beliefs, they will jeopardize their ability to succeed in and out of the classroom. The
assumptions a teacher makes about a student’s ability based on their race can create unequal
outcomes (Bensimon, 2005). The researcher concluded that individuals could create either an
equitable or unequal outcome based on what they believe only when one has an awareness and
knowledge of how they think in regards to treating students equally.
Cruz and Patterson (2005) reviewed numerous studies on cultural empathy in educational
settings and found that teachers who exhibit cultural empathy to their students are far more likely
to develop rapport than those who do not and are more likely to build stronger relationships and
increase the academic performance of their students. Teachers need to be made aware of the
influence they have on a student’s emotional and academic outcomes, based on the perceptions
they have of a student’s ethnicity.

THE IMPACT OF TEACHER PERCEPTIONS 27

The Clark and Estes Gap Analytic Conceptual Framework
Clark and Estes (2008) created an analytic framework which assists organizations and
their stakeholders to identify the gaps that exist between current performance levels and
performance goals. Through the identification of the gap, the framework is established to assess
and analyze the knowledge, motivation, and organizational influences (KMO’s) that influence
the stakeholder’s performance, which impacts the outcome of the performance goals (Clark &
Estes, 2008). The researchers stated that through the use of gap analysis, the stakeholder’s levels
of knowledge can be determined. This knowledge helps to identify the how, when, what, why,
where, and who affecting stakeholder performance in hopes that stakeholder goals can be created
that align with organizational performance goals. Motivational influences such as utility value,
goal orientation, self-efficacy, and attributions are taken into account during the gap analysis.
Clark and Estes (2008) also stated that organizational influences such as various procedures,
protocols, and work policies greatly impact stakeholder and organizational goals.
The various components of Clark and Estes’ (2008) gap analysis will be discussed in the
following section, which will provide an in-depth study of the teachers’ knowledge, motivation,
and organizational needs in order to demonstrate the implementation of an equity-based
classroom that engages all students by June 2020. Skills and knowledge influences will be
identified first in regards to the teachers’ perceptions about a student’s ability due to their
ethnicity. Second, motivational influences will be addressed, such as attribution and expectancy-
value theories impact how teachers reflect on their own biases and level of self-efficacy when
teaching students of diverse ethnic backgrounds. Lastly, organizational influences that impact
the teachers’ effectiveness will be addressed.

THE IMPACT OF TEACHER PERCEPTIONS 28

Stakeholder Knowledge, Motivation, and Organizational Influences
Thomas Jefferson High School has an organizational goal, which is to ensure that 100%
of students demonstrate growth in the areas of Math and Language Arts. Additionally, said goal
consists of a stakeholder goal where 100% of teachers will have an understanding of implicit
bias, equity-based classrooms, and how that impacts relationships with students and academic
outcomes. The framework of both goals is complex and requires a specific set of skills and
knowledge that assist in the achievement of said goals.
Knowledge has been identified as a complex system of information that facilitates the
development of specific skills that aid the learner in achieving set goals (Clark & Estes, 2008;
Kirkpatrick, 2006; Rueda, 2011). In order to fully achieve specific goals, it is necessary to assess
stakeholders’ knowledge and skills and identify the gap that may be hindering the
accomplishment of particular goals (Clark & Estes, 2008). The researchers concluded that
through the use of a gap analysis, it may be determined if the stakeholder knows how, when,
what, why, where, and who can reach organizational performance goals. By using the
knowledge, motivation, and organization (KMO) framework approach, the knowledge and skills
of the learners may be analyzed and assessed, which provide the organization with relevant
information about what the stakeholders need to know to close the gap and achieve
organizational goals (Clark & Estes, 2008).
Knowledge Influences
The identification of stakeholder knowledge and skills is a necessary part of
organizational improvement (Kirkpatrick, 2006). In this particular section, the researcher will
examine relevant literature, which focuses on the connection between the knowledge that must
be utilized and the importance of skills that aid in accomplishing both the organizational and the
THE IMPACT OF TEACHER PERCEPTIONS 29

stakeholder goals. Knowledge has been divided into four different types: factual, conceptual,
procedural, and metacognitive (Krathwohl, 2002; Rueda, 2011). The first knowledge type
(factual) focuses on fact-based information and is retrieved quickly and is easily accessible
(Krathwohl, 2002). Factual knowledge, for example, is the ability for school staff to recall the
school mission statement. The second type of knowledge (conceptual) encompasses basic facts
that relate to form relationships or structures that function together, enabling an understanding of
systems, models, generalizations, or theories. Conceptual knowledge allows teachers to begin to
internalize the factual knowledge at a deeper level and begin to apply the knowledge in their
teaching (Rueda, 2011).
The third type of knowledge (procedural) focuses on teachers’ knowledge of how to
actually utilize their skill set. For example, teachers follow specific teaching strategies, so they
can impact student learning. The final knowledge type (metacognitive) centers on the
knowledge of one’s own self and on their own cognitive processes (Mayer, 2011).
Metacognitive knowledge allows an individual to better understand his/herself and the way in
which they learn. For example, in the field of education, metacognitive knowledge takes place
when teachers have time to reflect and think about their teaching practices and recognize their
strengths and areas of improvement to be more effective in the classroom (Baker, 2006).
All four knowledge types are important for the organization to address in regard to the
overall knowledge that a teacher has, as they assist the organization in reaching their goals. The
researcher decided to focus on two of the four knowledge types in this study, which are
conceptual and procedural. These influences are: a) teachers need knowledge of how their
preconceived assumptions about a student’s ability, based on their race or academic level, can
greatly impact students’ academic performance and b) they also need to know how to build
THE IMPACT OF TEACHER PERCEPTIONS 30

trusting relationships with students, which impacts self-efficacy and academic performance. The
two knowledge influences will be discussed and utilized to identify what knowledge and skills
teachers need to achieve the stakeholder goal, which will lead to the organizational goal of 100%
of students demonstrating growth in the area of Math and English.
Teacher assumptions about students. Conceptual knowledge allows teachers to make
meaning and apply what they have learned into their teaching practice (Krathwohl, 2002; Mayer,
2011; Rueda, 2011). It is essential that teachers realize that the preconceived assumptions that
they make about a student, based on their past academic records or ethnic background, greatly
impact their academic outcome (Cook-Sather & Reisinger, 2001; Day & Allvin, 2016). It is
important for teachers to understand how their attitudes and beliefs about a student affects the
quality of their instruction (Thompson et al., 2004). Teachers are prone to stereotype students,
based on their ethnicity and/or academic level, which causes them to assume that certain students
are not capable of learning at the same level of their peers. The latter leads to low academic
performance and a lack of self-efficacy among specific students (Cook-Sather & Reisinger,
2001; Martin, 2014).
Through the adoption of conceptual knowledge, teachers are able to become aware of
their preconceived assumptions. By taking steps to prevent assumptions from influencing their
perceptions, teachers will be more effective. (Krathwohl, 2002; Spitzer & Aronson, 2015;
Thompson et al., 2004). Through the use of professional development trainings, teachers may
gain the awareness of their own implicit bias. Furthermore, upon internalizing and reflecting on
the information about the negative impacts their own perceptions can have on student learning,
teachers can be prepared to take the steps necessary to correct their own behavior (Cartwright,
2012; Thompson et al., 2004).
THE IMPACT OF TEACHER PERCEPTIONS 31

The importance of building relationships and self-efficacy. Researchers have revealed
that teachers greatly influence a student’s level of self-efficacy by building positive relationships,
which results in positive social and academic outcomes (Dull et al., 2015; Spitzer & Aronson,
2015). Procedural knowledge focuses on how a teacher can actually use the skills that he or she
has acquired by gaining the principal concepts of the importance of addressing set perceptions
about students (Krathwohl, 2002; Rueda, 2011). Before teachers can learn how to develop
specific skills to address the topic of self-efficacy, they must recognize if they have ever been
taught the skills that assist them in building relationships with their students and improving their
own self-efficacy. Schraw (2006) stated that information processing theory centers on one’s
ability to internalize and retain knowledge, so that it may be stored in long-term memory. The
latter is important in regard to presenting teachers with a new set of skills that would be needed
for them to utilize in their teaching practice and assist them in building stronger relationships
with students. Once teachers gain this skill set and store it in their long-term memory, they will
then be able to apply the skills in the classroom to improve self-efficacy. Through the use of
procedural knowledge, teachers will take the steps, based on this new knowledge, and assist
students to develop a higher level of self-efficacy, which directly impacts academic outcomes
(Rueda, 2011; Wang & Neihart, 2015).
Table 2 highlights the organizational mission, organizational global goal, the stakeholder
goal, and two knowledge influences, two knowledge types (conceptual and procedural), along
with the knowledge influence assessments for each. This table demonstrates how the knowledge
influences are used to assist the organization and stakeholders in reaching their goals.

THE IMPACT OF TEACHER PERCEPTIONS 32

Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
The mission of the SEA Public School District is to ensure that all pupils achieve at the highest level of
academic success. The district, in partnership with the community, will provide a safe, supportive
learning environment, which promotes self-worth and encourages productive contributions to a diverse
and constantly evolving global society.
Organizational Global Goal
Thomas Jefferson High School’s goal is aligned with the SEA Public School District’s goal, which is to
ensure that 100% of students demonstrate growth in the areas of Math and English by June of 2020.
Stakeholder Goal
By June of 2020, teachers will have an understanding of implicit bias, Equity-based classrooms and
how that impacts relationships with students and academic outcomes.
Knowledge Influence Knowledge Type Knowledge Influence Assessment
Teachers need knowledge of how
their preconceived assumptions
about a student’s ability, based
on their race or academic level,
can greatly impact students’
academic performance.
Declarative
(Conceptual)
Teachers were asked during an
interview about their knowledge of
how preconceived assumptions toward
student ability, based on race or
academic level, and if they were aware
that it has been proven to impact
academic outcomes.
Teachers need to know how to
build trusting relationships with
students, which impacts self-
efficacy and academic
performance.
Procedural Teachers were asked during an
interview about their ability to build
positive relationships with students.

Motivation
Motivation has been identified as the internal, psychological process that keeps an
individual going and allows him/her to accomplish set goals (Clark & Estes, 2008). Mayer
THE IMPACT OF TEACHER PERCEPTIONS 33

(2011) defined motivation as the drive that inspires a person to begin a task and to see it through
to fruition. Clark and Estes (2008) stated that motivation, the second component in the KMO
framework, is important in three specific areas for an employee; a) the choice one makes to work
towards a goal; b) the ability to stay persistent until the goal is reached, and; c) the amount of
mental effort required to accomplish the goal. Other researchers identified five areas that
influence motivation, which consist of the following domains: concrete goals, stakeholders’
value of the goal, belief in their ability, self-confidence, and a positive mindset (Bandura, 2005;
Dweck, 2006; Dweck & Leggett, 1988; Eccles, 2006; Pekrun, 2011). In addition to said
motivational influences, active choice, persistence, and mental effort are all factors that impact
an individual’s outcome (Clark & Estes, 2008; Mayer, 2011; Rueda, 2011). Although there are
multiple theories on motivation, the researcher will focus on the attribution theory and the
expectancy value theory. Through careful review of these theories, the researcher intends to
further understand teachers’ motivational influences and how they affect the achievement of the
organizational and stakeholder goals.
Attribution Theory. Anderman and Anderman (2006) state that the attribution theory
examines the environment in which past events influence the motivation of the individual during
tasks presented in the future. The researchers stated that people have a need to understand their
environment, so they can make sense of why certain events occur (Anderman & Anderman,
2006; Weiner 2006). The researchers concluded that attributions made by an individual
influence the motivation that one has in a particular environment. For example, if students do
not do well on an exam, they will be prone to attribute their lack of success to a certain cause,
such as a lack of ability or the teacher not administering the instruction well. This negative
attribution will cause the student to alter the level of their motivation when faced with another
THE IMPACT OF TEACHER PERCEPTIONS 34

exam. Researchers suggest that the students would most likely be more motivated since they had
a successful experience the first time, they took the exam (Anderman & Anderman, 2006;
Eccles, 2006).
Attribution and teachers’ increased efforts to motivate students. Teachers reflect on
their past experiences in their attempt to motivate students through the use of certain strategies
and will either feel a positive or negative reaction, depending on the outcome (Anderman &
Anderman, 2006; Eccles 2006). In order to achieve the organizational goal, teachers must reach
their stakeholder goal of 100% having an understanding of implicit bias, equity-based
classrooms and how that impacts relationships with students and academic outcomes. To
motivate teachers to achieve said goal, it is necessary to help them understand that through
building positive relationships with their students, they will be more likely to motivate all
learners and lead them to improve self-efficacy and academic outcomes. The attributes of the
teacher and their receptiveness to this challenge is based on the experience that they have had in
the past when implementing new initiatives in the classroom, such as the integration of a growth
mindset. (Anderman & Anderman, 2006; Dweck, 2006). When teachers are supported and given
the resources to acquire new skills, they are more likely to be motivated and attribute their
success to a positive outcome in the classroom, which also builds self-efficacy (Cherry, 2016;
Schunk, 2003).
As students begin to increase their own level of self-efficacy and improve academic
outcomes through the teacher’s successful integration of an equity-based classroom, teachers will
become more motivated and will ensure that a positive classroom environment will lead to
successful academic outcomes. (Anderman & Anderman, 2006; Valentine et al., 2004). Through
this continued success, researchers suggest that teachers will be more likely to continue to utilize
THE IMPACT OF TEACHER PERCEPTIONS 35

strategies that increase students’ self-efficacy and begin to shift the mindset of all involved. The
latter will create a more positive perception with respect to accomplishing stakeholder and
organizational goals (Anderman & Anderman, 2006; Dweck, 2006; Schunk, 2003).
Expectancy value motivational theory. The expectancy value theory centers around a
motivational theory that focuses on expectations that one has of themselves, due to the level of
their own self-efficacy (Eccles, 2006; Pintrich, 2003). Self-efficacy refers to the belief in
oneself—that she/he is able to perform a behavior and/or possesses the capability to accomplish
a task (Pajares, 2006). This theory makes the individual ask him/herself two questions. The first
is based on expectancy, which focuses on the likelihood that the behavior will have a successful
outcome. In this theory, the individual asks him/herself, “Can I do it?” The second part of the
theory focuses on the value of the expected outcome. The individual will ask him/herself, “Do I
want to do it?” (Eccles, 2006; Pajares, 2006; Pintrich, 2003). Learners can increase self-efficacy
and respond more positively to the “Can I do it?” question, by reflecting on their attributions
from past experiences and by adopting a positive mindset (Dweck, 2006; Eccles, 2006; Pajares,
2006).
Value comes into play when it is viewed by the learner through an association with
rewards, what type of value it has for the learner, and how she/he will benefit from it (Pajares,
2006). Value is categorized into four different constructs; a) intrinsic interest; b) attainment
value; c) utility value; and d) the perceived cost of engaging in a given activity (Eccles, 2006).
Intrinsic value comes from within the learner and has to do with his or her level of enjoyment or
interest. Through intrinsic value, teachers would find a sincere interest in helping students to
succeed based on the value that comes from within (Bandura, 2005). Attainment value confirms
or disconfirms the learner’s identity and the value they place on a particular goal. For example,
THE IMPACT OF TEACHER PERCEPTIONS 36

teachers may find it necessary to their professional growth to participate in workshops pertaining
to a specific area in their teaching practice, based on their desire to become more effective in the
classroom (Bandura, 2005; Eccles, 2006).
Utility value represents that which is placed on the importance of doing a task, so one is
able to accomplish a larger goal in the future. Finally, the perceived cost focuses on the value of
completing a task (Eccles, 2006; Pajares, 2006; Pintrich, 2003). One must weigh the cost of how
valuable it is to utilize a large portion of their time to complete a certain project, based on the
importance of the task, and decide if it is a priority over other activities (Bandura, 2000; Eccles,
2006; Pajares, 2006; Pintrich, 2003). All of these constructs of value focus on if the learner
wants to perform a task. Once these various constructs of value are identified by the learner,
he/she will be more likely to be motivated to accomplish specific goals (Dweck, 2006; Eccles,
2006; Pajares, 2006).
The value of creating an equity-based environment. Researchers suggest that
individuals who choose to be teachers have an intrinsic value to facilitate student development,
which motivates and confirms their own identity about their purpose and reasoning behind
putting in the effort to be more effective (Bandura, 2000; Eccles, 2006; Pajares, 2006). In order
to accomplish the stakeholder goal, teachers would have to be motivated by placing value on the
role that they play in facilitating student growth and helping students improve through the use of
strategies that assist all learners (Eccles, 2006; Pintrich, 2003; Thompson et al., 2004).
Bensimon (2005) stated that the way a teacher connects with students and the
assumptions that he/she makes about a student’s ability, based on their ethnic or academic
background, can create an unequal environment. Researchers have also stated that an equitable
environment can be created by an unbiased shift in one’s beliefs (Bensimon, 2005; Finnan,
THE IMPACT OF TEACHER PERCEPTIONS 37

2013). Once teachers are provided with the knowledge about the impact of their own
perceptions regarding students’ abilities and how that influences equity in the classroom, they
will be able to understand the value in utilizing strategies that allow all students to feel accepted
and valued (Anderman & Anderman, 2006; Schraw & Lehman, 2009). In addition, when
teachers find value in becoming aware and attaining the knowledge needed to create equity in
their classrooms, they will increase their motivation to improve interactions with their students
(Bensimon, 2005; Eccles, 2006). Teachers will also be more willing to implement effective
teaching strategies, which will lead to improved academic outcomes for students and improved
self-efficacy for the teacher as well (Bensimon, 2005; D’Elisa, 2015; Eccles, 2006; Schunk,
2003).
Table 3 shows the organizational mission, organizational global goal, the stakeholder
goal, and two motivational influences— attributions and value attainment—along with the
motivational influence assessments for each. This table demonstrates how motivational
influences are used to assist the organization and stakeholders in reaching their goals.

THE IMPACT OF TEACHER PERCEPTIONS 38

Table 3
Motivational Influences and Assessments for Motivation Gap Analysis
Organizational Mission
The mission of the SEA Public School District is to ensure that all pupils achieve the highest level of
academic success. The district, in partnership with the community, will provide a safe, supportive
learning environment, which promotes self-worth and encourages productive contributions to a diverse
and constantly evolving global society.
Organizational Global Goal
Thomas Jefferson High School’s goal is aligned with the SEA Public School District’s goal, which is to
ensure that 100% of students demonstrate growth in the areas of Math and English by June of 2020.
Stakeholder Goal
By June of 2020, 100% of teachers will have an understanding of implicit bias, equity-based
classrooms and how that impacts relationships with students and academic outcomes.
Assumed Motivation Influences Motivational Influence Assessment
Attributions
Teachers should feel that the
increased effort to create an equity-
based classroom will be more
likely to motivate all learners and
lead them to improve self-efficacy
and academic outcomes.

Observation followed up by an interview - Observe the
use of teaching strategies designed to motivate learners
and improve self-efficacy and academic outcomes.

Interview: Ask questions about why they did certain
things and whether they felt it improved motivation.

Feedback: Ask for feedback about student growth in
relation to self-efficacy and academic outcomes.
Utility Value
Teachers need to see the value in
creating an equity-based
classroom environment that
allows all students to feel
accepted and valued.

Written survey: “It is important for me to
differentiate instruction to improve the performance of
all learners, while utilizing ethnically diverse teaching
materials that represent the backgrounds of the students I
teach” (not important at all - very important)

THE IMPACT OF TEACHER PERCEPTIONS 39

Organizational Influences
This section of the literature review centers on the organizational influences that impact
the teachers’ ability to achieve the stakeholder goal, which also affects the larger organizational
goal of the school district. Various organizational influences that impact stakeholders
encompass various policies, procedures, and protocols (Clark & Estes, 2008; Gallimore &
Goldenberg, 2001). The stakeholder performance outcomes can be greatly impacted by these
organizational influences (Schneider, Brief, & Guzzo, 1996). Furthermore, organizational
influences are directly connected with motivational and knowledge influences, which all work
together since they impact the stakeholder outcomes as a whole (Clark & Estes, 2008).
McGee and Johnson (2015) stated that organizational influences were created by the
organization’s leader at the beginning stages of the establishment. The researchers concluded
that the assumptions the leader made about the organization formed the expectations of the
behaviors, rules, relationships, and overall norms of the organization. Specifically, cultural
assumptions greatly affect the stakeholders’ own perceptions of their commitment to an
organization and their fulfillment of the organization’s mission, vision, values, and culture.
Researchers emphasized the impact of positive cultural perceptions within an organization and
how that improves the overall morale and work environment (Buckingham & Coffman, 1999).
The researchers stated that organizations that prioritize the value of each employee and care
about their needs which leads to a more productive environment and therefore improved
organizational outcomes.
Cultural domains. Cultural models and cultural settings are two specific areas that
create an organization’s culture (Schein, 2004). The researcher identified that cultural models
center on the shared values and principles established by the organization and provide the basis
THE IMPACT OF TEACHER PERCEPTIONS 40

of how all stakeholders communicate and interact. Clark and Estes (2008) stated that an overall
cultural picture can be created by connecting the culture and the behavior of an organization.
Cultural settings are established when there is an understanding of the cultural model, which
allows for a more collaborative work environment when working towards a goal (Schein, 2004).
Overall, both cultural models and cultural settings play an important role in the organizational
influences of an organization.
Cultural model influences and establishing a culture of collaboration and trust
between school administration and teachers. The establishment of trust between school
administrators and teachers leads to an educational environment that provides balance within the
organization and directly impacts academic success (Chavez, Duran, Baker, Avila, &
Wallerstein, 2008; Johnson & Lichter, 2016; Morningstar, Kim, & Clark, 2008). Teachers and
administrators both thrive when they feel valued and are more likely to impact student success
when they engage in professional, respectful, collaborative relationships in the workplace
(Morningstar et al., 2008).
Cultural model influences and establishing teacher “buy in” to create an equity-
based classroom. Stakeholders are more likely to assist in the attainment of an organization’s
goal when they collaborate and work together (Cruz & Patterson, 2005; Gallimore &
Goldenberg, 2001). These researchers stated that when stakeholders collaborate toward a
common goal and fully believed in the purpose and mission of the organization, they were more
likely to have a positive attitude and achieve the performance goals more efficiently.
In order for teachers to see the value in creating an equity-based classroom where all
students feel accepted and valued, collaboration between school administrators and teachers
needs to occur (Eccles, 2006; Pajares, 2006). Teacher “buy in” to understand the positive
THE IMPACT OF TEACHER PERCEPTIONS 41

impact that occurs when the implementation of an equitable environment takes place through
teacher training and support, so they are able to become more equity-minded (Bensimon, 2005;
Cartwright, 2012; Finnan, 2013; Krathwohl, 2002). Collaboration between the school
administrators and the teachers is necessary, along with providing adequate training so that
teachers would be given the support as they began the shift of becoming more equity-minded
and the impact on creating this type of environment in the classroom. This collaborative effort
would push the organization forward and would allow for the successful achievement of
achieving the stakeholder goal.
Cultural setting influences and adequate time to collaborate with colleagues and
administrator. Teachers need to be provided with additional time to collaborate effectively
with key stakeholders, so they can reflect on their own biases and learn how to establish a
classroom environment that values all learners (Eccles, 2006; Bandura, 2000; Pintrich, 2003;
Schraw & Lehman, 2009). When administrators do not provide enough time for teachers to
reflect and collaborate with their colleagues through informal meetings and professional
workshops, they will not be able to maximize their ability to reach the stakeholder goals
(Cartwright, 2012; Krathwohl, 2002; Thompson et al., 2004).
Teachers generally feel that there is not enough time to accomplish all that is expected of
them and many times are overwhelmed with the new initiatives implemented by administrators.
The time constraints lead to a high level of frustration among teachers and causes them to feel
unsupported by their administrators, which could lead to a lack of collaboration and buy-in to
accomplish the organizational and stakeholder goals (Eccles, 2006). Through the use of a survey
about time management, the organization is more likely to demonstrate a supportive work
environment and assist them in achieving the stakeholder goal.
THE IMPACT OF TEACHER PERCEPTIONS 42

The KMO influences all intersect and impact key stakeholders and the accomplishment
of the organization and stakeholder goals (Clark & Estes, 2008). In Table 4, the organizational
mission, goal, stakeholder goal, and the organizational model and setting influencers are
demonstrated along with the assessment to illustrate the organizational factors impacting the
institution.

THE IMPACT OF TEACHER PERCEPTIONS 43

Table 4
Organizational Influences and Assessments for Organizational Gap Analysis
Organizational Mission
The mission of the SEA Public School District is to ensure that all pupils achieve at the highest level of
academic success. The district, in partnership with the community, will provide a safe, supportive
learning environment which promotes self-worth and encourages productive contributions to a diverse
and constantly evolving global society.
Organizational Global Goal
Thomas Jefferson High School’s goal is aligned with the SEA Public School District’s goal, which is to
ensure that 100% of students demonstrate growth in the areas of Math and English by September of
2020.
Stakeholder Goal
By June of 2020, 100% of teachers will have an understanding of implicit bias, Equity-based
classrooms and how that impacts relationships with students and academic outcomes.
Assumed Organizational Influences Organization Influence Assessment
Cultural Model Influence 1:
There needs to be a culture of collaboration and
trust between school district administration and
teachers to achieve the organizational goal.

Culture survey will be completed by faculty to
begin building a culture of trust and collaboration
between teachers and administrators.
Cultural Model Influence 2:
There needs to be teacher “buy in” to ensure that
all teachers put forth effort to create an equity-
based classroom, which engages all learners
through use of effective teaching strategies.

Faculty members will be interviewed about
equity-based classrooms and their role in
achieving the organizational goal.
Cultural Setting Influence 1:
Teachers need to be provided with additional time
to collaborate effectively with their colleagues and
supervisors so they can reflect on how to create
equity-based classrooms to enhance learning for
all students.

Survey will be completed by faculty about time
management to assist in the planning,
implementing, and reflecting on ways to meet all
learners’ needs.

THE IMPACT OF TEACHER PERCEPTIONS 44

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
Researchers stated that a conceptual framework allows a clinician to frame what is being
studied and provides an overview of various important factors that can impact the inquiry
process (Maxwell, 2013; Merriam & Tisdell, 2016). Maxwell (2013) found that the purpose of a
well-designed framework is to support, defend, and rationalize the validity of the study. The
researcher further concluded that the variables displayed in a conceptual framework incorporate
various factors and guide researchers through their specific course of study. In this particular
study, the researcher utilized the Knowledge, Motivation, and Organizational (KMO) Conceptual
Framework to design a user-driven inquiry. Clark and Estes (2008) stated that by gaining a
deeper understanding of the KMO’s that influence stakeholder behavior, researchers can more
easily discover the gaps that exist and discover the cause of stakeholder performance outcomes.
Through a deeper analysis using the KMO’s, the researcher will gain a better understanding of
how the teachers, as the primary stakeholders in this study, will support and contribute to the
understanding of how their perceptions of a student’s ability, based on their ethnicity, influences
academic outcomes. The researcher’s conceptual framework was designed so that the
stakeholders’ KMO’s in this study are displayed independent of each other. However, the
inquiry will demonstrate how the various factors impact one another as it pertains to the study.
For this study, teachers have been identified as the primary stakeholder in regards to their
impact on student achievement. The KMO’s that influence teacher effectiveness due to implicit
bias involve their perceptions of students’ abilities, the value of equity in the classroom, and
adequate support and training to address the issues related to the study. Kirkpatrick (2006) stated
that the identification of the stakeholder’s skills and knowledge is a necessary part of
THE IMPACT OF TEACHER PERCEPTIONS 45

organizational improvement. Knowledge influencers that impact teachers include their lack of
awareness of how preconceived assumptions about a student’s ability, based on their ethnicity
affect the student’s academic outcome. Researchers have stated teachers need to understand how
their beliefs and attitudes about a student, based on their ethnicity greatly affects the quality of
their instruction and will impact their effectiveness (Day & Alvin, 2016; Thompson et al., 2004).
Another knowledge influence centers on the need for teachers to know how to build trusting
relationships with students, so students feel supported. When teachers are not aware of their
preconceived assumptions of their students, they have a harder time connecting with their
students, which will impact the way in which they interact with them (Krathwohl, 2002; Spitzer
& Aronson, 2015; Warren & Carter, 2004). The motivational influencers include teacher’s
needing to feel that improved relationships with students will improve their academic outcomes.
Furthermore, they should see the value in creating equity-based classrooms that allow all
students to feel valued and accepted (Bensimon, 2005; Finnan, 2013).
The organizational influences center on professional development opportunities that
assist them in understanding the impact of their assumptions about students and the time that
they are given to implement strategies that improve the classroom climate to enhance student
learning. Researchers have concluded that through the use of professional development centered
on the impact that their assumptions can have on student learning, teachers are able to take the
steps to correct their own behavior (Cartwright, 2012; Thompson et al., 2004). The KMO
influences are all interconnected and greatly impact the stakeholder goal. The relationship
between the KMO’s that influence the stakeholders and the organization are illustrated in Figure
1.

THE IMPACT OF TEACHER PERCEPTIONS 46

Figure 1. Conceptual framework for the study of teacher perceptions of underrepresented
students.

Figure 1 represents the conceptual framework of the KMO influences that have been
highlighted in this study. The framework shows the knowledge influences that impact teachers’
ability to assist students in reaching their highest potential. The framework also displayed the
motivational influences that center on teachers’ ability to create equity-based classroom. The

THE IMPACT OF TEACHER PERCEPTIONS 47

organizational influences demonstrated in the framework focused on the need for professional
development to assist teachers in becoming aware of the impact of their assumptions about
students, the support from administration as they implement various strategies to improve
performance and build relationships, and the overall “buy in” to engage all teachers. Lastly, the
framework focused on the stakeholder goal of how the increase of teacher awareness of the
impact of their perceptions and the ability to build relationship with students will assist the
organization in reaching its goal.
Conclusion
This literature review has provided an in-depth review of literature that demonstrates the
serious impact that teachers’ perceptions have about a student’s academic ability, based on their
ethnicity. Research has shown that teacher bias negatively impacts a student’s ability to achieve
academic success. Through the use of the Clark and Estes Gap Analysis, a framework was
developed so that the knowledge, motivation, and organizational (KMO) influences could be
analyzed, which would lead to a deeper understanding of how to reach the stakeholder goal.
Included in this literature review, was the conceptual framework which highlighted the various
theories surrounding this inquiry.
In the following chapter, the qualitative approach to this research study will be discussed
in relation to the achievement of the stakeholder goal. In Chapter Three, the stakeholder group
of focus, the teachers, will be addressed and provide a further understanding of the criterion that
was developed to select the participants in this study. Finally, the questions that guided this
inquiry and the various methods of data collection and analysis will be discussed, along with the
additional components that would create a reliable a credible data analysis.

THE IMPACT OF TEACHER PERCEPTIONS 48

Chapter Three: Methodology
The focus of this research is centered on teachers’ understanding of their own implicit
bias, equity-based classrooms, and the importance of building relationships with students. The
researcher assessed the degree to which the stakeholder group of focus (the teachers) were able
to demonstrate an awareness and an understanding of implicit bias, equitable classrooms, and the
importance of building positive relationships will all students. Upon a thorough review of
various factors that impact the teachers’ ability to recognize their own biases to create an
equitable classroom environment, a research design and a methodological approach to this
inquiry was established. Chapter Three presents the research questions that guide the study, the
stakeholder group that participated in this study, along the various data collection methods,
analysis, and other components associated with the study.
McEwan and McEwan (2003) stated that qualitative inquiry is more adaptable and can be
conducted in a natural setting, which provides the researcher the opportunity to adapt more easily
to unexpected circumstances that involve the participants. Through the use of the qualitative
methodological approach, the researcher acquired insight into the challenges the organization
faces and conduct the type of research that will assist the organization in closing stakeholder
(KMO) gaps. The qualitative study took place at the researcher’s previous organization and
involved data collection on the selected stakeholder (teachers) who teach classes that involve a
large population of underrepresented students (predominantly Black and Latinx students).
To gain a better understanding of the stakeholders’ perceptions towards underrepresented
students, the researcher conducted eight interviews of the teachers involved in the study, along
with documents and artifacts related to the organizational data surrounding underrepresented
students. The researcher’s intention was to better understand the knowledge, motivation, and
THE IMPACT OF TEACHER PERCEPTIONS 49

organizational influences that impact teacher relationships with underrepresented students and
equitable classrooms. Through the use of a qualitative method of inquiry, a practical hypothesis
was related to the researcher’s problem of practice.
Research Questions
The following questions that guide this study are:
1. What are the knowledge, motivation and organizational influences related to achieving
the stakeholder goal of 100% of teachers having an understanding of implicit bias,
equity-based classrooms and how that impacts relationships with students and academic
outcomes?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Participating Stakeholders
This study centered on the researcher’s selected stakeholder group, the teachers of
Thomas Jefferson High School (TJHS). Teachers were sent a survey asking them to participate
in a study. They responded to questions based on various criterion explained in the upcoming
section. A total of eight teachers agreed to participate in this study. Six were female, and two
were male. All of the teachers are White and taught in the school district for more than five
years. The criteria for the sample selection centers on various factors. The teachers involved in
this study were responsible for the achievement of the stakeholder goal, which centered on 100%
of teachers having an understanding of implicit bias, equity-based classrooms, and how that
impacts relationships with students and academic outcomes. First, it was necessary that the
THE IMPACT OF TEACHER PERCEPTIONS 50

teachers hold a master’s degree. Second, the selected stakeholder group was made up of all
White teachers who instruct classes where underrepresented students were present. Lastly, these
teachers must have held school district tenure. TJHS teachers selected for this study played a
major role in achieving the stakeholder goal, which was also directly linked to the success of
accomplishing organizational objectives. These teachers were internal stakeholders and served
as key factors in the academic outcomes of all students. The researcher selected White teachers
who taught a diverse group of students (predominantly Black and Latinx students) since a major
focus of this study centers on the implicit bias towards underrepresented students. The last
criterion involved teachers holding school district tenure, which is important because said tenure
illustrates participants’ high teaching ability and assumed effectiveness in the classroom. Based
on the highlighted criteria, the eight TJHS teachers met the requirements to become participants
in the study.
Interview Sampling Criteria and Rationale
Criterion 1. The teachers included in this study all hold a master’s degree. This sample
selection criterion was chosen based on the fact that teachers who hold advanced degrees are
more likely to have a depth of knowledge and the ability to impact student academic outcomes.
Teachers with an advanced degree have the knowledge to impact teaching practices and are
skilled in implementing new strategies to improve learning. These selected teachers are capable
of assisting students in reaching their highest potential and are aware of their responsibility to do
so.
Criterion 2. The second criterion centers on requiring White teachers to give instruction
to a diverse group of students, primarily Black and Latinx students. Ethnicity remained a factor
in this study since it pertains to teachers’ perceptions of underrepresented students’ academic
THE IMPACT OF TEACHER PERCEPTIONS 51

abilities. Since the sample teachers are White, this reflects the fact that the majority of teachers
in the United States are White and perhaps are not aware of their own assumptions towards
students of diverse, ethnic backgrounds. The researcher selected this criterion on the basis that
the selected teachers give instruction in classes that involve a diverse student body.
Criterion 3. The third and final criterion for this sample is based on TJHS teachers
having obtained tenure and serving as full-time employees for at least five years. In the state of
New Jersey, it takes a minimum of four years to obtain tenure. Tenure is granted upon a
thorough review of the teachers’ proficiency in implementing New Jersey’s state standards,
along with the use of effective teaching strategies that have been observed and evaluated by a
district administrator. Teachers need to go through a series of observations over a span of four
years to be considered for tenure. This criterion serves as a benchmark for this sample since it is
necessary that the selection includes teachers who have been recognized as effective educators.
Interview Sampling (Recruitment) Strategy and Rationale
The researcher selected a non-random sampling of participants for the study in question.
The various criteria for this data-driven inquiry was established as a basis in the selection of the
teachers of TJHS. The study focused on a non-random sampling and was conducted in a
purposeful-convenience style. The latter served as an appropriate method, due to the nature of
this qualitative study and the fact that teachers were interviewed through Google Hangouts. It
was the researcher’s intent to further her understanding of the KMO influences that impact the
stakeholders’ ability to achieve their goal. The eight White teachers involved in this inquiry
allowed for a sample size that provided the researcher with the ability to conduct an in-depth
study by spending adequate time with each participant. The researcher was then able to create a
THE IMPACT OF TEACHER PERCEPTIONS 52

conceptual framework to better understand the KMO influences through this method of
qualitative inquiry.
The process of the inquiry consisted of an interview with each participant. The interview
involved questions related to their knowledge of the impact of teachers’ perceptions towards
underrepresented students. The interview also involved various questions that related to the
KMO influences to better assist the researcher in her understanding of the gaps that could impact
the stakeholder goal. The data collected from the interviews provided relevant data to address
the impact that TJHS teachers’ perceptions have about underrepresented students.
Qualitative Data Collection and Instrumentation
This qualitative study centered on the use of interviews as the method of data collection
to support the researcher’s inquiry. Due to logistical purposes, the one-time, formal interviews
were conducted through use of Google Hangouts, which would allow for the researcher to
interact with the participants during the interview. The interviews were arranged in advance and
were conducted in a semi-structured approach, which allowed the interviewer to collect data
relevant to the problem of practice. The 12 interview questions, located in Appendix A, are
open-ended in nature and all of the participants were asked the same questions; however, the
order did change depending on the participants’ response. The researcher intended to conduct
the interview in a manner that allows her participants to answer honestly and opening so that a
deeper understanding of the participants’ responses can be analyzed.
Interviews
Before the interviews were conducted by Google Hangouts with each of the participants,
the researcher reassured them that their responses to the questions would remain confidential.
Furthermore, they could opt-out of the interview at any time and were not required to answer all
THE IMPACT OF TEACHER PERCEPTIONS 53

of the 12 questions if they did not feel comfortable doing so (Merriam & Tisdell, 2016). The
interviews took one hour to complete and provided relevant data to the researcher’s problem of
inquiry (Maxwell, 2013). The questions centered on various factors related to the teachers’
knowledge, motivation, and organizational information connected to the stakeholder goal. The
purpose of these questions assisted the researcher in gaining valuable information surrounding
the focus of this study, which was to understand how teachers’ perceptions towards
underrepresented students impact their academic outcome.
Upon completion of these interviews, the researcher gained deeper insight surrounding
the perceptions teachers have about students, based on their race. Furthermore, the researcher
was focused on understanding a teacher’s perspective about his/her students and the types of
relationships that influence students’ performance in the classroom. Finally, throughout the
interview process, the researcher focused on the stakeholder goal, which was 100% of teachers
will have an understanding of implicit bias, equity-based classrooms and how that impacts
relationships with students and academic outcomes.
Documents and Artifacts
The researcher included documents and artifacts in her study as an additional means of
data collection. Through the use of documents and artifacts, the researcher enhanced her
knowledge of the particular organization she is using as a focus of her study. According to
Merriam and Tisdell (2016), documents and articles are part of the authentic setting and cannot
be altered or manipulated in the way an observation or interview can by the researcher. The
researcher decided to collect public records and documents to triangulate her study. Public
records included statistical data from the Center for Education Statistics surrounding the
demographics of teachers and students in the organization of focus. Additional
THE IMPACT OF TEACHER PERCEPTIONS 54

documents/artifacts include underrepresented student data on suspensions collected by the
researcher that provide insight into common trends occurring that could be impacting learning
outcomes.
Explanation for Choices
The researcher selected the use of interviews and documents for this particular qualitative
study, due to the fact that it allowed for a deeper understanding of the KMO influences compared
to other methods. Other methods of data collection were considered, such as surveys and
observations. However, based on the small sampling of participants, the researcher felt that
interviews would provide sufficient data that could lead to discovering the gaps that impacted
TJHS teachers’ ability to reach their stakeholder goal. Receiving direct and honest responses
from teachers in a natural setting provided space for dialogue and allowed the researcher to be
more flexible if any questions needed clarification. The use of documents provided the
researcher with artifacts related to teacher/student interactions and data surrounding suspension
rates and demographics connected to the organization of focus.
Credibility and Trustworthiness
According to Merriam and Tisdell (2016), credibility and trustworthiness can be
approached in a way that allows the researcher to pay careful attention to the methods in which
the data is being collected. The design of the study is what allowed the research to be valid and
reliable and it was necessary for the researcher to take certain steps to ensure that the study
produced credible data. In this inquiry, the researcher interviewed teachers who meet certain
criterion to answer the questions that will lead to a deeper understanding of this study. By
utilizing a purposeful-convenience model, the interviews allowed the researcher to collect data
that is credible and reliable.
THE IMPACT OF TEACHER PERCEPTIONS 55

Through the application of a study’s interview protocol, Merriam and Tisdell (2016),
stated that interview questions can lead to authentic responses and provide data that is reliable.
The researcher reviewed her interview questions with additional sources to ensure that her
questions were reliable and fully aligned with the focus of her study. The process of the
interview protocol establishes a level of thoroughness on the part of the researcher and ensured
that the data collected through the various methods established a level of credibility of the study
(Creswell, 2003). In conclusion, the researcher established a means of collecting data that was
intended to be credible and reliable. Through the use of interviews, observations, and documents
and artifacts, the researcher utilized pertinent information to gain a deeper understanding
surrounding the academic impact of teachers’ perceptions towards underrepresented students.
Data Analysis
During the data collection process, an analysis of the information documented too place
after each interview. It was the researcher’s intent that the participants would agree to being
recorded during the interview, which allowed the researcher to review the responses to the
interview questions and take additional notes to assist in the analysis. The research questions
and conceptual framework were utilized to keep the researcher’s point of focus. Conclusions
were then drawn, and initial thoughts were documented while listening to the recorded
interviews. The researcher transcribed the interview in order to review specific responses that
would assist her in the analysis of her data. The documents and artifacts that were collected were
then analyzed and connected back to the conceptual framework.
Validity and Reliability
Reliability and validity are two very important components to take into account when
conducting quantitative research. Salkind (2016) refers to reliability as the degree to which a test
THE IMPACT OF TEACHER PERCEPTIONS 56

measures something consistently and validity as the property of the assessment tool that basically
does what it is supposed to do. One of the first steps to maintain reliable and valid results was to
ensure that the identities of the participants in the study are kept confidential. The protection of
the participants’ identity allowed for more authentic responses and provided the participants with
the ability to answer survey questions without hesitation since their responses were confidential.
It was necessary that the researcher communicate directly with the participant about the degree
of confidentiality and the steps that were taken to maintain the anonymity of the participants.
The next step to ensure validity and reliability of the surveys was to secure them in a
locked cabinet that could not be accessed by anyone else but the researcher conducting the study.
By securing them in a locked cabinet, it allowed the participants to gain more confidence in the
measures taken to keep their identity safe as no one had access to their interview responses.
Finally, it was necessary that the researcher did not engage in discussing the results of the
interview responses with anyone through email, which could have jeopardized the confidentiality
of the participants’ identity. The researcher took these measures to maintain the reliability and
validity of the survey protocol data collection method. In this particular method of quantitative
data collection, it was necessary for a survey non-response to be taken into consideration. There
is a minimum response that could be received to ensure that the data is sufficient to provide
enough information from the participants to make the data collection method valid and credible.
The researcher needed to have enough data from this method of data collection to be able to
include in her overall study, which included interviews and document analysis. By taking these
precise measures when conducting a survey protocol, the researcher was able to collect data that
is authentic, due to the steps of ensuring a valid and reliable form of data collection.

THE IMPACT OF TEACHER PERCEPTIONS 57

Ethics
This study involved eight interviews with teachers who work with predominantly
underrepresented (Black and Latinx) students at Thomas Jefferson High School. In order to
ensure that the teachers involved in this study were treated in a respectful and ethical manner,
certain steps were taken, and specific procedures were followed by the researcher so that the
research was valid and reliable (Merriam & Tisdell, 2016). In the following section, the
researcher will provide an overview of the necessary steps that were taken to ensure that the
stakeholders involved in the study were treated in an ethical and respectful manner.
The relationship that is established between the participants and the researcher is crucial
during the interview process, and the study participants must be treated with a respectful, ethical,
and confidential approach (Glesne, 2011; Rubin & Rubin, 2012). The researcher spoke with
each of the eight teachers about the study and asked them to sign an informed consent form. The
researcher then explained the purpose of the study to each of the study participants ensuring
them that their participation was voluntary and that they may withdraw at any time (Glesne,
2011). The study participants were also reassured that any notes, voice recordings, and any
information related to the information collected, would be kept confidential and stored in a
locked cabinet, which could only be accessed by the researcher (Merriam & Tisdell, 2016; Rubin
& Rubin, 2012). The study participants were also made aware that all of the information
collected during the interviews would be destroyed upon completion of the analysis of the data.
All of the information provided to the teachers allowed for a valid and reliable method of data
collection.
The researcher has been a teacher for 16 years in multiple levels of education and has a
valued interest in the results of the data collected throughout these interviews. The data collected
THE IMPACT OF TEACHER PERCEPTIONS 58

allowed the researcher to support teachers in their ability to improve Black and Latinx students’
academic outcomes by becoming aware of their own biases and how their perceptions influence
students’ academic outcomes.
In conclusion, the researcher was aware of her own set of biases related to the study that
could impact her perceptions of the responses given by the study participants, which could affect
the outcome of the data collection (Merriam & Tisdell, 2016). In order to prevent the
researcher’s biases to interfere with the data collection, she took on the role of being a non-
biased interviewer throughout the study. This approach allowed the researcher to not influence
the participants’ responses during the interview process (Merriam & Tisdell, 2016; Rubin &
Rubin, 2012). Furthermore, this approach provided the researcher with relevant data the is valid
and reliable that would assist in the thorough analysis of the problem of practice.
Limitations and Delimitations
Various limitations and delimitations that could affect this study were taken into
consideration. The limitations that could impact this inquiry centered on the participant’s level
of transparency in regards to answering the interview questions honestly. The participants were
the researcher’s previous colleagues, and the possibility of altering the way they answered the
questions due to their concerns of how they would be viewed could alter the results of study.
The participants were made aware of the security of their responses; however, they still could
have been hesitant to answer the questions honestly.
The delimitations that could impact this study revolved around the fact that other
methods of data collection were not utilized to further the credibility of this study. Surveys and
observations were considered as methods of data collection, but the researcher felt that there
were disadvantages to utilizing these specific methods. For example, observations cause
THE IMPACT OF TEACHER PERCEPTIONS 59

teachers to act artificially in their natural environment due to the feeling of being observed.
Surveys do not allow for a personal interaction and level of flexibility that is associated with an
interview. The use of artifacts and documents, along with the use of interviews provided the
researcher with sufficient data that supports the topic of inquiry.

THE IMPACT OF TEACHER PERCEPTIONS 60

Chapter Four: Findings
The purpose of this study was to evaluate the degree to which teachers have an
understanding of implicit bias, equity-based classrooms and how that understanding impacts
relationships with students and their academic outcomes. The analysis focused on knowledge,
motivation, and organizational influences related to achieving the stakeholder goal. The
organizational goal was to ensure that 100% of students demonstrate growth in the areas of Math
and Language Arts by June of 2020. Although various stakeholder groups play an important role
in the accomplishment of reaching the organizational goal, the stakeholder goal that involved the
teachers was the focus of this study due to the fact that it would have the most impact on
assisting the organization in reaching their goal. The primary stakeholder goal focused on 100%
participation of the teachers’ understanding of implicit bias, equity-based classrooms, and how
that impacts relationships with students and their academic outcomes by June of 2020. Attaining
this goal was important because teachers’ implicit bias and the perceptions they have of
underrepresented students has been found to seriously impact academic outcomes.
There were two qualitative methods that were utilized during data collection to identify
various knowledge, motivation, and organizational components that affect teachers in
accomplishing their stakeholder goal. Teacher interviews constituted as one of the qualitative
methods during the data collection process. The interviews provided the researcher with
valuable information surrounding the various factors that impact the accomplishment of the
stakeholder goal. The second method of data collection involved document analysis as a means
of supporting the data collected during the interviews. The documents collected provided the
researcher with additional data that gave a deeper understanding of the impact of teacher
perceptions about underrepresented students.
THE IMPACT OF TEACHER PERCEPTIONS 61

The questions that guided this study were the following:
1. What are the knowledge, motivation and organizational influences related to achieving
the stakeholder goal of 100% of teachers having an understanding of implicit bias,
equity-based classrooms and how that impacts relationships with students and academic
outcomes?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Participating Stakeholders
The stakeholders who agreed to participate in this study were teachers from Thomas
Jefferson High School (TJHS). All of the teachers met the criterion to take part in the
interviews. The criterion required the following: (a) teachers needed to hold a master’s degree,
(b) teachers needed to be White, and (c) teachers had to obtain tenure and serve as a full-time
employee for at least five years. The first stated criterion qualified the teachers to participate in
the study due to the fact that obtaining an advanced degree demonstrates mastery of essential
skills in teaching and therefore elevates the participants above a novelist teacher. The second
criterion was necessary due to the fact that ethnicity plays a major role in this study and the
assumptions that particularly White teachers make about underrepresented students. The third
criterion ensured that the participants had served as teachers for a specific amount of time as
educators. All three of these factors assisted in the credibility of the interview responses.
The targeted stakeholder group were teachers at TJHS. Twelve teachers were asked to
participate in the qualitative interviews by the researcher; however, only eight teachers
THE IMPACT OF TEACHER PERCEPTIONS 62

participated in the actual study. The other four teachers that were asked originally, later declined
for various factors such as time constraints and personal reasons. The interview consisted of a
semi-structured approach where participants were asked 12 open-ended questions through the
platform of Google Hangouts due to the logistics involving distance. The responses were voice
recorded so the researcher could review and analyze the responses at a later time. The interview
protocol consisted of questions that assisted the researcher in answering the questions that guided
this study. Prompts were also integrated into the interview on an individualized basis, which
depended on the need for a more elaborated response so the researcher could better understand
the teacher’s perspective. Upon completion of the eight interviews, the researcher began to
transcribe, organize, analyze, and synthesize the data collected. Various themes that arose
centered on the knowledge, motivation, and organizational factors and were organized and
recorded through the use of Google Docs.
Table 5 displays demographic information of the eight participants in this study.
Pseudonyms have been used to protect the anonymity of those who participated in the
interviews.
THE IMPACT OF TEACHER PERCEPTIONS 63

Table 5
Qualitative Participants

Participants

Gender

Masters
Degree

Tenure
At least 5
years of
teaching

White
Stella F Yes Yes Yes Yes
Alex M Yes Yes Yes Yes
Silas M Yes Yes Yes Yes
Evie F Yes Yes Yes Yes
Lydia F Yes Yes Yes Yes
Sarah F Yes Yes Yes Yes
Maria F Yes Yes Yes Yes
Estelle F Yes Yes Yes Yes

Findings
The researcher conducted a qualitative data analysis through the use of interviews and
documents in order to answer the research questions that guided this study. The results of the
study were centered on the Clark and Estes (2008) knowledge, motivation, and organizational
influences and serve as the bases of the conceptual framework. Upon completion of data
collection, the information was analyzed and assessed through the conceptual framework. Based
on the results of the qualitative data analysis, various KMO influences were identified that
impact teacher perceptions about underrepresented students. Upon completion of data analysis,
gaps between the KMO influences were evident, and a deeper awareness of various factors
THE IMPACT OF TEACHER PERCEPTIONS 64

causing the gaps that could impact the achievement of the stakeholder goal can now be
addressed.
Research Question 1 (Stakeholder Knowledge and Motivation)
To what extent are the TJHS teachers achieving their goal of having an understanding of
implicit bias, equity-based classrooms and how that impacts relationships with students and
academic outcomes by June 2020?
The first research question was designed to guide this study in regard to the knowledge
and motivation that teachers possess in order to accomplish the stakeholder goal. The interview
questions were created to focus specifically on areas related to the knowledge and motivation of
the participants in relation to their interactions with underrepresented students. The knowledge
results evolved through the process of data analysis and centered on the themes of teachers’
assumptions/perceptions and teacher/student relationships. The motivation results that formed
through data analysis encompassed two types of motivation: utility value and attribution theory.
Through a deeper understanding of both motivation types, various themes emerged that centered
on teachers’ understanding of equity-based classrooms and the importance of building positive
relationships with their students. An in-depth review of knowledge and motivation results and
findings will be discussed in the upcoming section.
Knowledge results and findings. Kirkpatrick & Kirkpatrick (2016) stated that an
essential component of organizational improvement is the identification of stakeholder
knowledge. Throughout the interview process, the researcher identified various aspects of the
knowledge that each participant possessed related to answering research question one. The
questions that centered on their understanding and actual awareness of their perceptions of
students assisted the researcher in identifying their level of knowledge which would impact the
THE IMPACT OF TEACHER PERCEPTIONS 65

achievement of the stakeholder goal. The data collected that focused on stakeholder knowledge
provided the researcher with critical information that would provide further insight into this
qualitative study.
According to Clark and Estes (2008), the knowledge that a stakeholder has is important
for an organization to be aware of since they can then better understand what they need to do to
enhance their knowledge in order to ultimately achieve the organizational goal. Upon
completion of data analysis, two themes were identified that demonstrated gaps in their
knowledge when teaching underrepresented students. The first theme centered on the teacher’s
understanding and awareness of the assumptions they make about their underrepresented
students. The second theme related to teachers’ awareness of the importance of building
relationships with their students.
Teachers’ assumptions/perceptions. Throughout the interview, six out of the eight
teachers shared that they were aware of the fact that they had, at certain times in their career
made assumptions about their student’s behavior and academic capabilities. All six of the
teachers admitted that they had made assumptions about various students in their class according
to their race and acknowledged that they caught themselves making assumptions in the moment
that they interacted with their students. The common theme that emerged based on these
responses is that when the teachers reflected on the interactions they have had with
underrepresented students, they realized that they were prone to make assumptions about their
behavior and academic ability. The moment of reflection lead to the various incidents that they
could recall when they caught themselves making unfair assumptions about their students based
on their race. The perceptions that they subconsciously made about their students, lead to
THE IMPACT OF TEACHER PERCEPTIONS 66

automatic assumptions about their ability to perform in class, which impacted how they
interacted with each student.
One teacher, Evie, shared that, “When I started teaching, I had a class of 26 Black
students and I realized that there was a different code of behavior that I had to learn that was
different than White students.” Evie continued to share that she realized that she had to do things
differently to gain their respect since she felt they did not respond to her the way she assumed
they would and felt it was due to the difference in race. One of the other teachers named Stella
also stated that she recognized that she poorly judged a student who was Asian. She said that she
made an assumption that she would not have to motivate him the way she felt she would have to
motivate the Latinx and Black students because she assumed, he was naturally more intelligent.
When the Asian student began to struggle in her class, she recalled being shocked that he was
having more difficulty compared to the other underrepresented students in her class. Maria, the
third participant, shared that she realized that has made assumptions about her students who were
Latinx and Black and realized that she had a tendency to interact with underrepresented students
differently. She stated that she was aware of the fact that she gave underrepresented students
more opportunities to hand in their work. Additionally, she shared that the additional time to
accept their work stemmed from a genuine concern for their success.
The majority of participants demonstrated that they were aware of their assumptions and
admitted that they have treated underrepresented students differently. Furthermore, some of the
teachers pointed out that they needed to interact with underrepresented students differently at
times because they realized that they do not use the same codes of communication as White
students. As Evie shared, she acknowledged that she had to find another way to teach her Black
students since she did not find she was being effective.
THE IMPACT OF TEACHER PERCEPTIONS 67

One of the teachers, Sarah expressed:
My approach to teaching all students regardless of their background was to stress the
importance of respect in the classroom, but the Black and Latinx students struggled more
often than the White students with behavior, which also impacted their academics.
Estelle included her strategy to try and prevent assumptions by saying:
I don’t always want to hear what other teachers have to say about a student I have on my
roster before I even have the chance to meet them, because then I tend to make
assumptions about them based on what other people have told me, which automatically
makes me think a student is going to behave a certain way.
She concluded by sharing that, “Many teachers tend to just judge a student from what
they have heard about them, which causes them to interact differently with them.” All six of the
participants demonstrated a level of awareness in regard to acknowledging the assumptions they
made about their underrepresented students. They provided examples that lead to the conclusion
that the assumptions and perceptions they have about their underrepresented students, impacts
how they teach and interact with them.
Teacher/student relationships. The interviews provided the researcher with insight into
a second knowledge gap, which dealt with teacher/student relationships. All of the eight
participants shared in their responses that they feel it is important to build positive relationships
with their students. They all said that they have been encouraged to spend time during class to
build relationships with their students. However, various challenges were expressed when they
attempted to build positive relationships with their students. Four of the participants included in
their responses that they felt pressure to cover their curriculum and they did the best they could
to connect with their students. The pressure that they felt to cover curriculum is causing them to
THE IMPACT OF TEACHER PERCEPTIONS 68

spend less time building relationships with their students. Maria shared that she starts the year
spending time to get to know her students, but then feels pressure to focus on curriculum.
A second challenge was presented which related to the issue of time. Lydia expressed
that, “I would like to have more time to talk with other teachers and find out what activities they
do to build relationships with students, but time is an issue.” It is necessary to provide time for
teachers to collaborate with their colleagues and time to learn new strategies so that they can
improve their ability to build relationships with their students. Another challenge of building
relationships with students was demonstrated from a participant’s response that included a lack
of activities arranged to connect with students. Sarah shared, “Building relationship with
students makes a difference, but it shouldn’t just be in the classroom.” She continued to say that,
“There should be more teacher/student events, so we can get to know them outside of class as
well, but we don’t have enough of those opportunities.”
Sarah also explained that she felt that teachers should take more of an initiative to build
relationships with kids, but some teachers do not make it a priority. Evie and Estelle shed light
on an additional challenge to building positive relationships with students. They both shared that
they felt that technology has become a barrier to connecting with their students. Evie said,
“Teachers communicate mostly with students through Google Classroom, and the interactions
between teachers and students are less personal.” Estelle shared a similar concern and stated,
“Some teachers express frustration to even meet with parents during parent-teacher conferences
since they feel they can check their grades online. So even the relationships with parents is
becoming an issue.” The responses from the participants demonstrate that technology could be
conditioning teachers to interact less with students and that they are becoming complacent in
regard to communication as it pertains to building relationships as a whole.
THE IMPACT OF TEACHER PERCEPTIONS 69

The majority of responses by the participants demonstrate that they possess a level of
intention to build relationships with their students, but they are in need of more support through
professional development to understand the importance of building relationships and strategies
that they can use to connect with their students. Furthermore, it is evident that they feel that the
lack of time to learn about and implement new strategies causes them to not make it a priority to
get to know their students better.
Motivation results and findings. According to Mayer (2011), motivation is the drive
that inspires stakeholders to begin a task and complete it. Motivation is also referred to as a
psychological process that incorporates values and beliefs which inspires the stakeholder to
accomplish their goal (Clark & Estes, 2008). The teachers who were interviewed in this study
provided the researcher with data that gave a deeper understanding of the influences that
motivate them and shed light on the gaps that affect the achievement of the stakeholder and
organizational goal. Two specific types of motivation that were identified during data analysis
were utility value and attributions. The theme that was identified in relation to utility value
focused on the teachers’ interest to learn about creating an equity-based classroom. The theme
related to attribution focused on the teachers’ desire to build positive relationships with their
students and gain a deeper understanding of equity-based classrooms. The lack of professional
development and allocated time to implement new strategies were two challenges that evolved
upon identification of the motivation gaps.
Utility value. Utility value, also known as expectancy value is a motivational theory that
centers on the expectations that one has of themselves and the likelihood that the behavior will
have a positive outcome (Eccles, 2006). Pajares (2006) stated that the stakeholder must associate
the task with a sense of reward and find value in how it will benefit them in order to feel
THE IMPACT OF TEACHER PERCEPTIONS 70

motivated to accomplish a task. The researcher was able to identify factors that contributed to
the motivational gap related to the stakeholders’ interest and ability to create an equitable
classroom environment. The interviewed participants responded to questions that provided
insight into the level of intrinsic motivation each participant possessed to improve their ability to
reach underrepresented students. All of the participants stated that they were not trained how to
create equity in the classroom or on specific relationship building strategies. Only two of the
participants had heard of the terminology of an “equity-based classroom.” Sarah stated, “I have
heard of an equity-based classroom, but I don’t know what this entails or how to create this
environment.” Maria asked the researcher, “Is an equity-based classroom related to an
environment where everyone is treated equally?” This statement specifically demonstrated that
the teacher would benefit from professional development on this topic since she was unsure
about what occurs in an equity-based environment. The other six participants were not familiar
at all with this type of classroom environment; however, all of the participants expressed an
interest to know more about how to create equity-based classrooms and were interested in
receiving professional development to learn more about this concept. Maria declared “It would
be beneficial to have professional development on creating equity in the classroom and on
relationship building strategies, so we learn more ways to reach all of our students.” Lydia
stated, “If the district offered training on equity in the classroom, I think teachers would be
interested in attending.” Evie shared that, “We don’t have enough professional development
centered on reaching our diverse population of students.” Based on these responses, it was
evident that the teachers were motivated to learn more about how to create equity in their classes
and wanted to enhance their ability to improve student learning by attending professional
development on this topic.
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Attributions. Throughout the interview process, attributions that impact teacher
motivation were the central focus of the data collected by the researcher. According to
Anderman and Anderman (2006), the attribution theory centers on stakeholders’ past experiences
that influence their motivation when performing future tasks. Upon completion of data analysis,
it was evident that all of the participants expressed their desire to improve their relationships
with students and gain a deeper understanding of equity-based classrooms. However, six of the
participants stated that they felt that time was an issue and they had not received any formal
training to gain more knowledge and resources in these particular areas. Silas stated, “I would
like to learn more strategies to engage students, but I feel overwhelmed with all that we are
required to do already.” All of the participants provided examples of ways that they made an
effort to connect with students and stated that they did the best they could considering what they
knew about building relationships with their students. Alex shared, “I put in extra effort to get to
know my students, and if there are better ways to improve my teaching and ability to reach
students, I would like to have the time to learn about it.” All of the participants demonstrated a
general level of intrinsic motivation to improve their knowledge and make more of an effort to
learn new skills. However, they shared that they are starting to lose their motivation to follow
through on implementing new initiatives due to a lack of support and time. They all stated that
attending professional development training and implementing what they have learned, takes
time that they state they do not have.
Research Question 2 (Interaction Between Organizational Culture and Context and
Stakeholder Knowledge and Motivation)
What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
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The second interview question was designed to guide this study in regard to the
organizational culture and context and the interaction between the knowledge and motivation of
the teachers. The information gathered during the interview process stemmed from questions
that were directly related to TJHS and how the organization influenced the teachers’ knowledge
and motivation in accomplishing the stakeholder goal. Three specific themes emerged from the
data analysis that focused on collaboration and trust between administration and teachers, teacher
buy-in, and the lack of time as it pertains to the teachers’ ability to accomplish the stakeholder
goal.
Organizational results and findings. Organizational influences such as policies,
procedures, and protocols can greatly impact teachers’ ability to achieve their performance goal
(Clark & Estes, 2008). Furthermore, Clark and Estes (2008) stated that organizational influences
are interconnected with motivational and knowledge influences since they all affect the outcome
of the stakeholder goal. During the interview protocol, specific questions were designed to
inquire more about the organizational factors that could influence the teachers’ ability to
accomplish the stakeholder goal in this study. The teachers’ responses to the questions that
focused on organizational culture and context provided the researcher with information regarding
the district’s and school’s ability to fully support them in achieving their goal.
The interview questions related to the organization’s culture and context gave the
researcher pertinent information surrounding the environment and the interactions that take place
in which the teachers are working to reach their goal. The organizational factors that affect the
teachers were identified during the interview protocol. The various influences centered on
building trust with the teachers, teacher buy-in to create equity-based classrooms, and time
allocated to collaborate with colleagues and participate in more professional development
THE IMPACT OF TEACHER PERCEPTIONS 73

centered on working with underrepresented students. The data collected lead the researcher to
gain a deeper understanding of the degree to which the organization was supporting their
teachers in accomplishing their stakeholder goal of 100% of teachers having an understanding of
implicit bias, equity-based classrooms, and how that impacts relationships with students and
academic outcomes by June of 2020. The achievement of the organization goal, which is to
ensure that 100% of students demonstrate growth in the areas of Math and English by June of
2020, is dependent upon the accomplishment of the stakeholder goal. Due to the
interconnectedness of these goals, the gaps must be identified in order to propose a strategic
improvement plan that will address the areas of concern.
Three specific themes emerged throughout the process of data analysis, which lead to a
deeper understanding of the challenges that teachers face in the accomplishment of the
stakeholder goal. The first theme provided the researcher with pertinent information that
involved the need for improved collaboration and trust between the district administration and
teachers. The second theme centered on the importance of teacher buy-in when it involves new
initiatives and the decision making of professional development offered in the district. The final
theme was related to the need for more time allocated to collaborate with colleagues and reflect
on knew knowledge learned during professional development. All three of the themes stemmed
from the analysis of the data collected during the interview protocol.
Collaboration and trust between administration and teachers. Throughout the
interview process, various responses provided by the participants addressed the areas of
collaboration and trust between the administrators and teachers. Five out of the eight teachers
stated that the initiatives established at the district level are typically created without any buy-in
from the teachers. Silas stated, “Whenever there is a new initiative, we are just told that we need
THE IMPACT OF TEACHER PERCEPTIONS 74

to take part in it without any previous information as to why something was adopted in our
district.” Stella shared, “Most decisions that come down from the top do not involve teachers.”
Sarah expressed, “If we had more input into certain things, we would be more willing to follow.”
However, all of the participants expressed that their direct principal does have a more
collaborative mindset and puts forth effort to include them in decisions that impact their own
school initiatives. Maria stated “I feel very supported and a sense of trust in our school
administration. I trust in their leadership.” Evie expressed that, “I feel supported by the school
administration, but there is still a disconnect with the district office. It is starting to improve since
there is new administration, but we have a long way to go.” The majority of responses from the
participants pertaining to collaboration and trust between administration and teachers
demonstrates that there is a gap primarily at the district level between school district
administration and teachers.
Teacher buy-in. According to Cruz and Patterson (2005), when stakeholders collaborate
and work together towards a common goal, the work is completed more efficiently, and those
involved become more committed and motivated to achieve the goal. Various interview
questions were related to teacher involvement in decisions made at the district level in regard to
professional development and adequate support needed for teachers to integrate new initiatives
into their lessons. One of the primary areas of training discussed in this study would be related
to the integration of equity-based classrooms. The responses to the interview questions provided
relevant data related to how the organization has involved teachers and supported them through
professional development.
All eight of the TJHS teachers stated that they do not always feel that the professional
development offered is effective. The teachers expressed that if they were provided with the
THE IMPACT OF TEACHER PERCEPTIONS 75

opportunity to be included in the decision-making process, more teachers would be motivated to
attend and apply what they learn in the classroom. Furthermore, they shared that teachers would
be more willing to implement what they learn if they were given the chance to express some of
the ways to improve the way professional development is conducted. The various responses they
provided relate to various areas that impede teacher buy-in. The responses cover the challenges
due to the timelines of professional development and the implementation phase after attending
the workshops. Overall, the responses provided a deeper understanding of the teachers’
experiences with professional development in this organization and how it relates to their
willingness (buy-in) to utilize the new knowledge obtained in the workshops.
Evie shared that, “They give you an initiative, but they don’t give you the training up-
front.” Alex expressed his thoughts and said, “Professional development comes too late in the
year after we are already given a new initiative.” Sarah stated, “It is not scaffolded properly, and
the support is not given when you really need it.” The other participants shared that they felt
they needed more time to collaborate with administrators and teachers before, during, and after a
workshop in order to fully integrate new initiatives into their teaching practice. Lydia stated:
I enjoy professional development, but I feel we need more time to reflect on what we
have learned and collaborate with others, so we stay on track and follow through with
what they are expecting us to do after the training.
Furthermore, they felt that the new initiatives would be accepted more positively by the faculty if
they knew they would have the type of follow up support needed to be successful in its
implementation. Silas shared that, “If we knew that additional meeting time was allocated
specifically surrounding a new initiative on a weekly basis, teachers would be more likely to
buy-in to what they want us to do in our classroom.” Based on the overall response from all of
THE IMPACT OF TEACHER PERCEPTIONS 76

the participants, it is evident that in order for the successful achievement of the stakeholder goal,
teacher buy-in is necessary and adequate professional development provided with additional
administrative support would contribute to the accomplishment of the stakeholder goal.
Increased time. Throughout the interview, responses were given that demonstrated a
lack of time to effectively reflect on new knowledge gained during professional development,
along with increased time to collaborate with fellow colleagues and administrators on new
initiatives. According to various researchers, extra time is needed so teachers can reflect on their
own biases and collaborate with teachers and administrators in order to fully implement an
equity-based classroom (Eccles, 2006; Bandura, 2005; Pintrich, 2003). All of the participants
expressed that time to reflect on learning and time to collaborate with others would demonstrate
that they are supported by the administration. Sarah stated, “We are all overwhelmed due to the
number of things we have to do and the lack of time to do it, I don’t know how to fit one more
thing on my plate.”
Various participants stated that the district needs to look at other ways to provide more
time for teachers during the work day if they want them to take on any more initiatives. Lydia
added, “Most of us stay late at school just to grade papers and plan upcoming lessons. If we had
additional time during the week, I could give back even more as a teacher.” Estelle concluded
by saying “I want to grow and improve myself as an educator, but I need to be given more time
to learn from experts and collaborate with fellow teachers.” Ideas expressed by these teachers
demonstrate a desire to gain more knowledge and improve themselves as educators, but the lack
of time could impede them from reaching their stakeholder goal of 100% of teachers having an
understanding of implicit bias, equity-based classrooms and how that impacts relationships with
students and academic outcomes.
THE IMPACT OF TEACHER PERCEPTIONS 77

Knowledge, Motivation, and Organizational Synthesis
The knowledge, motivation, and organizational themes that arose upon completion of
data analysis have contributed to the identification of gaps that impact teacher perceptions about
underrepresented students. The research that was gathered focused on gaining a deeper
understanding of how teachers’ perceptions about underrepresented students could affect the
relationships teachers have with students and their overall academic performance. The research
demonstrated that most teachers are not aware of the assumptions that they make about students
and the negative effects it can have on their learning. The knowledge influences focused on
themes of teacher perceptions and teacher/student relationships. The data surrounding teacher
perceptions demonstrated a lack of knowledge about implicit bias and how the assumptions they
make about a student’s ability based on their race can cause a negative impact. The researcher
also concluded that all of the teachers expressed that building relationships was important but
failed to prioritize relationship building strategies and activities due to the lack of time to
collaborate with colleagues and administrators. The majority of teachers expressed an interest to
attend professional development on the topic of building relationships and equity-based
classroom but said that they have not been provided training from the district. Overall, the
teachers demonstrated that they were motivated to advance their knowledge in areas to improve
their ability to connect with underrepresented students, but the issue of allocated time for
professional development, planning, and collaboration by the administration was a repetitive
topic.
The motivation influences focused on utility value and attributions. All of the teachers
expressed a high level of intrinsic motivation in regard to improving their ability to connect with
underrepresented students. They all stated that relationship building was important, but most
THE IMPACT OF TEACHER PERCEPTIONS 78

shared that it was not a priority due to various constraints, such as too many administrative
initiatives and lack of allocated time. It was evident that the level of motivation to improve their
skill set was present, but they were overwhelmed with the overall demands that were already
associated with their day to day routine. The eight teachers expressed an overall feeling of being
overwhelmed with district initiatives and the general demands of their teaching position.
Furthermore, they shared that they were not as motivated to follow through with a new initiative
because they don’t have enough time to do what is already expected of them. The motivation
gap that was evident centered on the lack of time and support from the organization to address
the number of initiatives passed down to the teachers. Moreover, without providing them with
allocated time and resources to maintain a high level of motivation and effort to improve their
professional ability.
The final influence of the KMO conceptual framework that impacted the performance
gaps of the stakeholders was centered on the organizational factors. The organization factors
focused on the overall culture and context of the organization. One hundred percent of the
participants agreed that there is not enough involvement of teachers in decisions that center on
district initiatives and professional development options. The teachers expressed that they are
given a new initiative without having very much input, so they feel that there is a lack of
collaboration between district administration and teachers in the decision-making process. It was
also shared that the level and trust that a teacher has depends on the administration at the time.
All of the teachers stated that they felt that the current principal was working to have more
collaboration with teachers, but at the district level, six of the teachers said that they do not have
any involvement in decisions that impact the organization. If teachers were involved in the
decision-making process and “buy-in” to the initiatives from the start, they expressed that they
THE IMPACT OF TEACHER PERCEPTIONS 79

would more likely feel a part of the organization and give more of themselves because they
worked collaboratively with the administrators from the beginning. This level of trust could
increase and the overall culture of the organization would improve.
The other organizational influence that could contribute to the performance gaps focused
on the topic of time allocated to collaborate with colleagues and participate in more professional
development centered on working with underrepresented students. Teachers expressed that they
needed more time to collaborate and reflect on new knowledge and teaching strategies.
Furthermore, it was evident that teachers were willing to attend professional development
centered on relationship building strategies and equitable classrooms, so they could be more
effective teaching Black and Latinx students. The lack of time was a central theme in the
knowledge, motivation, and organizational influences that impact the performance goals. All of
the participants expressed that they were expected to implement new initiatives given by the
district and continue with the day to day professional duties. They felt overwhelmed since there
was a lack of allocated time provided by the organization to do what was expected of them. The
majority of the teachers stated that they would feel more supported by the administration if time
was set aside during the workday to collaborate with colleagues regarding new initiatives, so
they are more successful and can accomplish what is expected of them.
Documents Analysis Findings
In addition to interviews, public documents that focused on yearly suspension reports
were analyzed to provide additional data that would give a deeper understanding and a broader
picture of the topics addressed in this study. Suspensions rates assisted in identifying the percent
of underrepresented students suspended over a four-year period. Suspensions can be related to
behavior, which can be impacted by the relationships that teachers have with their students. The
THE IMPACT OF TEACHER PERCEPTIONS 80

review of suspensions across all ethnic groups was relevant to this study in order to see if Black
and Latinx students are suspended at a higher rate than other groups. The researcher’s intent is
to see if there is a correlation between the findings from the data collected during the interview
and the groups of students who resulted in being suspended at a higher rate compared to other
groups of students. The suspension reports span across four years from the 2014/2015 school
year through the 2017/2018 school year. This data would be utilized to address any trends in the
suspension rates according to race and provide a clearer picture of the various groups of students
who were suspended.
Upon completion of the analysis of this data, it is evident that the Asian, White, and
Latinx students were suspended at a rate substantially less than Black students over a four-year
period. The 2015/2016 school year demonstrates the closest ethnicity of suspension rates, which
was between Black and White students. The suspension number of 38 White students and 37
Black students is still substantially higher for Black students considering the campus has 371
White students and 177 Black students. For example, the suspension rate of 177 Black students’
suspension number of 37 total, results in a 21% suspension rate for the school year compared to
the 38 suspensions of White students with a total population of 371 students, which is a
suspension rate of 10.2%. The conversion total suspension number for Black students would be
78 total student suspensions since the White population had 194 more students compared to the
Black student population. That is the closest suspension rate and year of any other race during
this four-year time span. This means that one out of every five Black students were suspended in
2015/16.
In regard to the Latinx population, in the 2017/18 school year, they had 3.5 times more
suspensions than their White counterparts. The three previous years, the Latinx students had a
THE IMPACT OF TEACHER PERCEPTIONS 81

lower suspension rate compared to White students. However, Black students were suspended 15
times the number of White students. In this particular data set, the White students had higher
suspension rates compared to Latinx students. The Black students’ suspension rates continually
were higher than any other ethnic subgroup throughout the four-year period.
Table 6 provides information about the enrollment and suspension rates among the
various ethnic groups throughout a four- year time span from the 2014/2015 school year through
the 2017/18 school year.
Table 6
Suspension Rates over a Four-Year Period
School Year
Total School
Enrollment
Asian/Pacific
Islander White Black Latinx Other
2014-2015 2,168 70.4% (1,526) 17.1%
(371)
8.2%
(177)
3.8%
(82)
0.5%
(12)
Suspensions 24 22 81 3 0
2015-2016 2,246 71.7%
(1,610)
16%
(359)
7.9%
(177)
3.9%
(87)
0.5%
13
Suspensions 13 38 37 8 0
2016-2017 2,344 73.9%
(1,732)
14.1%
(330)
7.6%
(178)
3.7%
(86)
0.7%
18
Suspensions 12 17 57 2 0
2017-2018 2,495 75.3%
(1,878)
13.3%
(331)
7.2%
(179)
4%
(99)
0.2%
8
Suspensions 15 7 57 7 0

The suspension rates demonstrate that Black students are suspended more than any other
ethnic group of students across a four-year period. Although the suspension numbers are unclear
THE IMPACT OF TEACHER PERCEPTIONS 82

whether or not they represent an unduplicated number of students suspended, the suspension
rates for Black students were higher than other ethnic groups. The data supports the assertions
that were made throughout this study and the need for immediate interventions are evident, due
to the document analysis findings. The high number of suspension rates of Black students
compared to all of the various ethnic groups is substantially high. The findings correlate with the
literature included in this study, along with the researcher’s interview findings. The data
throughout the study supports the notion that there is a lack of understanding and overall
awareness about the impact teacher perceptions can have on underrepresented students. The
suspension rates of Black students, in particular, are significant and affirm that teachers and
administrators need to address the needs of this population. As concluded throughout this study,
there is a lack of knowledge about implicit bias and the how the assumptions that teachers make
about underrepresented students according to their own beliefs or experiences can impact their
social-emotional and academic outcomes. Positive teacher/student relationships play a major
role in gaining a students’ trust. These relationships can be built once teachers gain the
knowledge and support to prioritize this in their daily routine. Overall, the findings do confirm
that teachers need to be provided with the opportunity to gain a deeper understanding about their
own implicit biases, the importance of building relationships with students, and equitable
classrooms in order to improve their outcomes.
In conclusion, the data analysis findings reflect the assertions that were made throughout
this study as it pertains to underrepresented students, especially Black students. Although the
Latinx student population had less suspensions in the first three years of the data collected, the
last year did show a rise, which would place them second after the Black number of students
suspended. If the suspension rates continue to grow for both of these groups of students, the
THE IMPACT OF TEACHER PERCEPTIONS 83

social-emotional and academic outcomes will continue to be negatively impacted. Chapter 5 will
provide the researcher’s recommendations on how to address the findings of both the data
collected from the interviews and the documents. Finally, a detailed evaluation plan will be
discussed on how to ensure the fulfillment of the stakeholder goal of having 100% of teachers
having an understanding of implicit bias, equity-based classrooms and how that impacts
relationships with students and academic outcomes by June 2020.

THE IMPACT OF TEACHER PERCEPTIONS 84

Chapter Five: Recommendations
Chapter Four provided an overview of the results of the data that was collected and
analyzed in order to identify the knowledge, motivation, and organizational influences that
impact the achievement of the stakeholder goal. Through the use of qualitative interviews, the
researcher was able to conduct a full analysis of the results, which established a hypothesis
surrounding the findings of this study. In addition to the interviews, public documents were
collected and analyzed to establish a complete triangulation of the results of the study, which
would support the data collected from the interviews.
Chapter Five encompasses recommendations based on the results of the data analysis
from Chapter Four. The recommendations evolved from the knowledge, motivation, and
organizational influences that stemmed from the problem of practice and the questions that
guided this study. In this chapter, the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016) will be utilized as a form of evaluation and guidance of the recommendations
made by the researcher. The evaluation model is an essential component that would assist in the
successful achievement of the stakeholder and organizational goals. Through the
implementation of the New World Kirkpatrick Model, the researcher will utilize the four levels
of evaluation and provide relevant feedback on various components related to the various levels
of evaluation. Through a thorough analysis of these levels, conclusions will be drawn which will
assist the researcher in determining the effectiveness of the KMO recommendations.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which teachers have an
understanding of implicit bias, equity-based classrooms, and how that impacts relationships with
students and academic outcomes by June of 2020. The analysis will focus on knowledge,
THE IMPACT OF TEACHER PERCEPTIONS 85

motivation, and organizational influences related to achieving this organizational goal. While a
complete evaluation project would focus on all TJHS stakeholders, for practical purposes the
stakeholders focused on in this analysis were the teachers.
As such, the questions that guided this study were the following:
1. What are the knowledge, motivation and organizational influences related to achieving
the stakeholder goal of 100% of teachers having an understanding of implicit bias,
equity-based classrooms and how that impacts relationships with students and academic
outcomes?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Recommendations for Practice to Address KMO Influences
The Clark and Estes (2008) knowledge, motivation, and organizational influences were
utilized throughout this study to identify gaps that could impact the achievement of the
stakeholder goal. The researchers stated that each influence impacts the outcome of how
successful the stakeholders are in achieving their goal (Clark & Estes, 2008). The stakeholder’s
level of knowledge and motivation are a focal point in regards to what they understand and what
they are able to do to accomplish their goal and contribute to the achievement of the
organizational goal. The knowledge that a stakeholder possesses is essential and feeds into their
level of motivation to act on what they have an understanding of, in regards to the need for
change to achieve their goal.
THE IMPACT OF TEACHER PERCEPTIONS 86

The KMO framework allows for a systematic approach that hones in on specific
influences related to each component in order to identify gaps that could impact the achievement
of stakeholder and organizational goals. Once the gaps were identified upon use of qualitative
interviews and a thorough analysis of documents centered on the questions that guided this
study, the researcher was able make specific recommendations that would assist in addressing
the gaps and aid in the achievement of the stakeholder and organizational goals. The New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) was then utilized as a form of evaluating
the recommendations that were made by the researcher. The evaluation model was essential
since it assisted in providing a more credible implementation plan to assist the organization in
closing the gaps that were identified through the KMO model so that both the stakeholder and
organizational goals could be met.
Knowledge Recommendations
Introduction. Upon completion of data analysis, the researcher found that most teachers
were aware that they made assumptions about their students, but they did not understand the
negative impact that this could have on their academic outcomes. Furthermore, the researcher
found that teachers did not prioritize building relationships with students due to a lack of
knowledge about how strong relationships can improve academic outcomes.
The identification of stakeholder knowledge and skills is a necessary part of
organizational improvement (Kirkpatrick, 2006). In this particular section, the researcher has
identified and examined teachers’ understanding of their perceptions about underrepresented
students and the impact it has on their academic outcomes. Furthermore, the researcher reviewed
relevant literature, which focused on the connection between the knowledge that must be utilized
THE IMPACT OF TEACHER PERCEPTIONS 87

and the importance of skills that aid in accomplishing both the organizational and the stakeholder
goals.
Specific knowledge themes were identified and guided the researcher through a
qualitative study that incorporated both, interview questions and an analysis of documents
related to the inquiry. Through this study, the data was then collected and analyzed which led to
the validation of specific knowledge influences: conceptual and procedural. The conceptual type
of knowledge allowed teachers to begin to internalize the factual knowledge at a deeper level and
begin to apply the knowledge in their teaching (Rueda, 2011). The procedural type of
knowledge focused on teachers’ knowledge of how to actually utilize their skill set.
These two influences of focus that guided this study were: a) teachers need knowledge of
how their preconceived assumptions about a student’s ability, based on their race or academic
level, can greatly impact students’ academic performance and b) they also need to know how to
build trusting relationships with students, which impacts self-efficacy and academic
performance. The two knowledge influences were utilized to identify what knowledge and skills
teachers need to achieve the stakeholder goal, which will lead to the organizational goal of 100%
of students demonstrating growth in the area of Math and English.
Table 7 consists of two assumed knowledge influences, whether or not these influences
were validated, and literature that connects to the need of each influence, and context-specific
recommendations for each influence.

THE IMPACT OF TEACHER PERCEPTIONS 88

Table 7
Summary of Knowledge Influences and Recommendations
Assumed Knowledge Influence Principle and Citation
Context-Specific
Recommendation
Declarative (Conceptual)
Teachers need knowledge of
how their preconceived
assumptions about a student’s
ability, based on their race or
academic level, can greatly
impact students’ academic
performance.

Conceptual knowledge allows
teachers to begin to internalize
the factual knowledge at a
deeper level and begin to
apply the knowledge in their
teaching (Rueda, 2011).

Train teachers in understanding
their own biases and how those
biases impact their work as
classroom teachers.

Train teachers in understanding
the role that implicit bias plays
in their perceptions regarding
students.
Procedural
Teachers need to know how to
build trusting relationships
with students, which impacts
self-efficacy and academic
performance.

Procedural knowledge focuses
on teachers’ knowledge of
how to actually utilize their
skill set (Rueda, 2011).

Utilize an instructional coach
for teachers who are interested
in changing their classroom
practices to create a student-
centered, trusting classroom.

Declarative knowledge solutions. Declarative knowledge encompasses basic facts that
relate to form relationships that function together, which enable an understanding of systems,
models, or theories (Krathwohl, 2002; Rueda, 2011). Teachers need knowledge of how their
preconceived assumptions about a student’s ability, based on their race or academic level, can
greatly impact students’ academic performance. Conceptual knowledge allows teachers to begin
to internalize the factual knowledge at a deeper level and begin to apply the knowledge in their
teaching (Rueda, 2011). The recommendation is to provide teachers with information through
THE IMPACT OF TEACHER PERCEPTIONS 89

the use of professional development on implicit bias related to identifying their own innate
assumptions about others. Furthermore, it is recommended to train teachers in understanding the
role that implicit bias plays in their perceptions regarding students. Teacher bias training could
be integrated into the professional development session to further aide teachers in the
acknowledgment of their own implicit biases.
The recommendation advised by the researcher was created based on previous research
about this topic. Thompson et al. (2004), stated that it is important for teachers to understand
how their attitudes and beliefs about a student impacts the quality of their instruction.
Furthermore, Martin (2014) determined that teachers are naturally prone to stereotype students
based on their ethnicity, which causes various assumptions to be made about their learning
capabilities. These assumptions then lead to low academic achievement and impacts their level
of self-efficacy (Cook-Sather & Reisinger, 2001; Martin, 2014). The researchers concluded that
by taking steps to prevent assumptions from influencing their perceptions, teachers will be able
to reflect on their perceptions and correct their own behavior. This evidence demonstrates that
by providing teachers with opportunities to observe and learn from an instructional coach who is
skilled in relationship building, would assist them in gaining these skills and utilizing specific
techniques in their own teaching practice to enhance relationships with their students.
Procedural knowledge solutions. Procedural knowledge focuses on teachers’
knowledge of how to actually utilize their skill set (Rueda, 2011). Procedural knowledge also
assists teachers in gaining principal concepts surrounding the importance of addressing certain
perceptions they may have about students (Krathwohl, 2002; Rueda, 2011). Teachers need to
know how to build trusting relationships with students, which impacts self-efficacy and
THE IMPACT OF TEACHER PERCEPTIONS 90

academic performance. The recommendation is to provide teachers with an instructional coach
who can model activities that build trusting relationships with students.
Researchers have determined that teachers play a major role in students’ ability to
improve self-efficacy through positive teacher-student relationships, which leads to improved
social and academic outcomes (Dull et al., 2015; Spitzer & Aronson, 2015). Valentine et al.
(2004) stated that self-efficacy impacts academic success. Furthermore, the researchers
concluded that students attributed their academic improvement and high level of self-confidence
to the support of their teacher. Researchers identified the need for teachers to recognize their
own ability to gain the skills necessary to build relationships with students (Schraw &
McCrudden, 2006; Wang & Neihart, 2015).
Motivation Recommendations
Introduction. Upon completion of data analysis, the researcher found that all of the
participants stated that they were not trained in how to create equity in the classroom or on
specific relationship building strategies, which could impact their motivation to adopt strategies
that would improve student outcomes. Furthermore, it was found that there is a lack of
additional time provided to be trained on these strategies, which led to a lower level of support in
relation to their feeling about the organization to support them in implementing new strategies in
their class.
According to Clark and Estes (2008), motivational influences consist of an internal,
psychological process that keeps the stakeholders going and focused on accomplishing a certain
goal. Due to previous successes, intrinsic motivation occurs, which improves self-efficacy and
leads to higher levels of motivation in the accomplishment of future goals (Pajares, 2006). Since
self-efficacy and motivation are closely connected, they can create a framework with which to
THE IMPACT OF TEACHER PERCEPTIONS 91

assess a stakeholder’s ability to accomplish a set goal when addressing the knowledge and
organizational influences. A gap analysis can then be developed to give clarity to the areas that
must be addressed in order to accomplish their goal.
There were two motivational influences that the researcher identified that would affect
the stakeholders in achieving their goal. The central focus stemmed from self-efficacy and how
it would assist stakeholders in their ability to improve their performance. The first influence
focused on how teachers should feel that they can improve students’ self-efficacy and academic
outcomes by building relationships and creating an equity-based classroom environment. The
second influence centered on the notion that teachers need to see the value and find it useful for
them to build positive relationships with students and create an equity-based classroom
environment that allows all students to feel accepted and valued. Upon reflection of these
motivational influences, the researcher will assess these influences and make recommendations
for the stakeholder group of focus.
Table 8 centers on the motivational influences that the researcher has integrated as
primary influences in this study, along with current literature related to the influence, and
recommendations for each influence.

THE IMPACT OF TEACHER PERCEPTIONS 92

Table 8
Summary of Motivation Influences and Recommendations
Assumed Motivation Influence Principle and Citation
Context-Specific
Recommendation
Attributions
Teachers need to feel that they
can improve students’ self-
efficacy and academic outcomes
by building relationships and
creating an equity-based
classroom environment.

Motivational influences consist
of an internal, psychological
process that keeps an individual
going and allows him/her to
accomplish set goals (Clark &
Estes, 2008).

Previous successes spark
intrinsic motivation, which
creates self-efficacy. Self-
efficacy will increase through a
supportive learning
environment (Pajares, 2006).

Provide teachers with
opportunities that create
positive experiences which
focuses on their effort to
building relationships and
creating equity-based
classrooms.

Utility Value
Teachers need to see the value
and find it useful for them to
build positive relationships with
students and create an equity-
based classroom environment
that allows all students to feel
accepted and valued.

Utility value states that if an
individual believes a task to be
valuable, then they are more
likely to engage in that activity
to reach their desired outcomes
(Pajares, 2006).

This theory focuses on two
questions: “Can I do it” and
“Do I want to do it.” (Eccles,
2006; Pajares, 2006; Pintrich,
2003).

Train teacher on how to
develop relationships with
students that makes it clear
that trusting, positive
relationships with students are
important to student
engagement and academic
achievement.

Attribution Influence. Teachers should feel that they can improve students’ self-
efficacy and academic outcomes by building relationships and creating an equity-based
classroom environment. Motivational influences consist of an internal, psychological process
THE IMPACT OF TEACHER PERCEPTIONS 93

that keeps an individual going and allows him/her to accomplish set goals (Clark & Estes, 2008).
Furthermore, previous successes spark intrinsic motivation, which creates self-efficacy. Pajares
(2006) stated that self-efficacy will increase through a supportive learning environment. It is
recommended to provide teachers with opportunities that create positive experiences which
focuses on their effort to building relationships and creating equity-based classrooms.
The attribution theory examines the general environment where previous events influence
how motivated one is when performing tasks in the present (Anderman & Anderman, 2006).
Researchers discovered that attributions made by an individual influence the motivation that one
has while in a specific environment (Anderman & Anderman, 2006; Weiner, 2006). Weiner
(2006) concluded that personal attributions stem from the desire one has to learn, along with
environmental attributions that include family, work, and organizational culture.
Expectancy Value Motivational Theory (Utility Value Theory). Teachers need to see
the value and find it useful for them to build positive relationships with students and create an
equity-based classroom environment that allows all students to feel accepted and valued. Utility
value states that if an individual believes a task to be valuable, then they are more likely to
engage in that activity to reach their desired outcomes (Pajares, 2006). This theory focuses on
two questions: “Can I do it” and “Do I want to do it” (Eccles, 2006; Pajares, 2006; Pintrich,
2003). The recommendation is to train teacher on how to develop relationships with students
that makes it clear that trusting, positive relationships with students are important to student
engagement and academic achievement.
Researchers stated that the expectancy value theory focuses on a motivational ability that
encompasses the expectations that one has of themselves that stems from their own self-efficacy
(Eccles, 2006; Pintrich, 2003). Based on Pajares’ (2006) research, intrinsic motivation stems
THE IMPACT OF TEACHER PERCEPTIONS 94

from self-efficacy and it causes one to assess if the stakeholders will be able to reach their goals
and push through any obstacles that may present themselves. In conclusion, the stakeholders of
focus have to weigh the value of accomplishing a certain goal and decide if it is a priority to
complete the task (Bandura, 2005; Eccles, 2006). By providing training and support for teachers
to develop positive relationships, they will improve their self-efficacy and therefore motivate
them to improve themselves as educators.
Organization Recommendations
Introduction. Upon completion of data analysis related to organizational influences in
this study, the outcomes demonstrated that there is a gap at the district level with the teachers
pertaining to collaboration and trust between district administration and teachers. Teacher buy-
in was lacking and adequate professional development centered on teacher/student relationships
and other pertinent trainings related to accomplishing the stakeholder goal was not offered.
Finally, it was evident that a lack of time to effectively reflect on new knowledge gained during
professional development, along with increased time to collaborate with fellow colleagues and
administrators on new initiatives was lacking.
Organizational influences have a direct impact on the cultural model and cultural setting
of an organization, which influences the perceptions of stakeholders in regards to their roles
within the organization (Clark & Estes, 2008). The first assumed organizational influence
centered on the need for a culture of collaboration and trust between school district
administration and teachers to accomplish the organizational goal. Stakeholders are more likely
to assist an organization reach its goals when they collaborate proactively toward a common
organizational goal (Bryan, Stiles, Burstein, Ergul, & Chao, 2007; Cruz & Patterson, 2005).
Therefore, the second influence focused on teacher “buy in” to ensure that all teachers put forth
THE IMPACT OF TEACHER PERCEPTIONS 95

effort to reflect on their biases, build relationships with students, and create an equity-based
classroom. The final influence addressed professional development for teachers and additional
time to collaborate effectively with their colleagues and supervisors, so they can reflect on their
own biases, relationships with their students, and how to create equity-based classrooms to
enhance learning for all students.
Table 9 shows the three assumed organizational influences, whether or not they have
been validated, the research supporting the need of each influence, and context-specific
recommendations.

THE IMPACT OF TEACHER PERCEPTIONS 96

Table 9
Summary of Organization Influences and Recommendations
Assumed Organization Influence Principle and Citation
Context-Specific
Recommendation
Cultural Model Influence 1
There needs to be a culture of
collaboration and trust between
school district administration
and teachers to achieve the
organizational goal

Organizational influences
have a direct impact on the
cultural model and cultural
setting of an organization,
which influences the
perceptions of stakeholders in
regard to their roles within the
organization (Clark & Estes,
2008).

Culture survey will be completed
by faculty and the results
transparently communicated to
continue building a culture of trust
and collaboration between
teachers and administrators.

Cultural Model Influence 2
There needs to be teacher
“buy in” to ensure that all
teachers put forth effort to
reflect on their biases, build
relationships with students,
and create an equity-based
classroom.

Stakeholders are more likely
to assist an organization reach
its goals when they
collaborate proactively toward
a common organizational goal
(Bryan et al., 2007; Cruz &
Patterson, 2005).

Teacher and school administration
collaborate during faculty
meetings to incorporate teacher
feedback and ideas in regard to
building relationships with
students and work on achieving
equity-based classroom goals.

Create, administer, and evaluate
teacher survey to determine what
professional learning is needed to
understand implicit bias, student
engagement, and relationship
building.
Cultural Setting Influence
Teachers need to be provided
with professional development
and time to collaborate
effectively with their
colleagues and supervisors, so
they can reflect on their own
biases, relationships with their
students, and how to create
equity-based classrooms to
enhance learning for all
students

Through the use of
professional development
centered on the impact that
their assumptions can have on
student learning, teachers are
able to take the steps to
correct their own behavior
(Cartwright, 2012; Thompson
et al., 2004).

Provide professional development
seminars and additional time
during faculty meetings on
reflection of biases, relationship
building, and Equity-based
classroom discussion with peers.

Use results of survey to provide
professional learning in the areas
teachers have identified.
THE IMPACT OF TEACHER PERCEPTIONS 97

Cultural models/process solutions. There needs to be a culture of collaboration and
trust between school district administration and teachers to achieve the organizational goal.
Clark and Estes (2008), stated that organizational influences have a direct impact on the cultural
model and cultural setting of an organization, which influences the perceptions of stakeholders in
regards to their roles within the organization. The recommendation is for a culture survey to be
completed by faculty to begin building a culture of trust and collaboration between teachers and
administrators.
Various researchers have discovered that stakeholders are more willing to help an
organization attain its goals when they are involved in proactive collaboration and work together
to help their organization succeed (Bryan et al., 2007; Cruz & Patterson, 2005). Furthermore, the
level of trust that exists amongst the group of stakeholders leads to a balanced work environment
and organizational success (Chavez et al., 2008; Johnson & Lichter, 2016). Bryan et al. (2007)
stated that when an organizational setting promotes and cares about stakeholder involvement in
decision making, it increases stakeholder productivity. Based on the researcher’s findings,
stakeholder productivity will increase which will then lead to both stakeholders and
organizational goal attainment (Bryan et al., 2007).
There needs to be teacher “buy in” to ensure that all teachers put forth effort to reflect on
their biases, build relationships with students, and create an equity-based classroom. Through
the use of professional development centered on the impact that their assumptions can have on
student learning, teachers are able to take the steps to correct their own behavior (Cartwright,
2012; Thompson et al., 2004). The recommendation is for teacher and school administration to
collaborate during faculty meetings to incorporate teacher feedback and ideas in regards to
building relationships with students and work on achieving the organizational goal. Furthermore,
THE IMPACT OF TEACHER PERCEPTIONS 98

administration can create, administer, and evaluate teacher survey to determine what professional
learning is needed to understand implicit bias, student engagement, and relationship building.
Researchers stated that when stakeholders work together toward a common goal and fully
believe in the purpose and mission of the organization, they are more productive and have a
positive attitude (Cruz & Patterson, 2005; Gallimore & Goldenberg, 2001). In order for teacher
“buy in” to take place in regards to finding value in building relationships with students and
creating equity in the classroom, collaboration and communication is necessary to assist the
organization in attaining its goal (Eccles, 2006; Finnan, 2013).
Cultural settings/resource solutions. Teachers need to be provided with professional
development and additional time to collaborate effectively with their colleagues and supervisors,
so they can reflect on their own biases, relationships with their students, and how to create
equity-based classrooms to enhance learning for all students. Through the use of professional
development centered on the impact that their assumptions can have on student learning, teachers
are able to take the steps to correct their own behavior (Cartwright, 2012; Thompson et al.,
2004). The recommendation is to use results of the survey to provide professional learning in the
areas teachers have identified. As well as, additional time during faculty meetings on reflection,
relationship building, and equity-based classroom discussion with peers.
Researchers stated that teachers will be more effective if they are provided with more
time to reflect on their assumptions and collaborate with their colleagues to improve their ability
to connect with students (Chavez et al., 2008; Morningstar et al., 2008). Furthermore, time
constraints cause many teachers to feel high levels of frustration and connect that to feeling
unsupported by school administrators, which could impact their level of collaboration to
accomplish the organizational and stakeholder goals (Eccles, 2006).
THE IMPACT OF TEACHER PERCEPTIONS 99

Integrated Implementation and Evaluation Plan
The use of the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) will
assist the researcher in conducting the integrated implementation and evaluation plan for the
study. The model was created for post KMO training, which provides specific recommendations
surrounding the gaps that are found in stakeholder performance (Kirkpatrick & Kirkpatrick,
2016). The New World Kirkpatrick Model consists of four levels, (4) results, (3) behaviors, (2)
learning, and (1) reactions. Specific results are based on the outcomes that the author had
assumed would take place during the study. Certain types of behaviors focus on stakeholder
activities related to organizational courses of action. Learning centers on what stakeholders
understand and the connection with the performance capabilities of stakeholders. Finally,
reactions demonstrate how stakeholder performance feedback impacts the way in which
stakeholders respond to certain learning models.
Implementation and Evaluation Framework
The New World Kirkpatrick Model serves as a means to respond to previous
interventions (Kirkpatrick & Kirkpatrick, 2016). For this inquiry, the four levels of evaluation
will be incorporated into the Clark and Estes (2008) KMO model, which will assist in the
determination of results, findings, and recommendations based on the outcome of the study.
Through the implementation of the New World Kirkpatrick Model, the researcher will utilize the
four levels of evaluation and provide relevant feedback on various components related to the four
levels of evaluation. Through an analysis of these levels, conclusions will be drawn which will
assist the researcher in determining the effectiveness of the KMO recommendations.
Based on the Clark and Estes KMO model, the researcher conducted research that led to
findings and conclusions about the study of focus. Due to the researcher’s findings, specific
THE IMPACT OF TEACHER PERCEPTIONS 100

recommendations were established that could be utilized by the school district and high school of
focus in order to address the issues of low academic achievement. The various recommendations
were centered on areas of concern which established the foundation for teacher KMO
performance. These issues centered around, (1) teacher perceptions, (2) professional
development, (3) teacher/student relationships, (4) time. Through the implementation of the
recommendations, teacher effectiveness should improve and improve underrepresented students’
academic outcomes. Finally, the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016) will be utilized as a framework for evaluation, which will assist the researcher in
reviewing the effectiveness of her recommendations and lead to further research.
Level 4: Results and Leading Indicators
The Level 4 results involve internal and external outcomes. Level 4 incorporates
outcomes, metrics, and methods to assist in tracking whether or not stakeholders have met their
goal. The program improvement model consists of a goal of 100% of the teaching staff having
an understanding of implicit bias, equity-based classrooms and how that impacts relationships
with students and academic outcomes by June of 2020. In order to achieve this goal, teachers
must reflect on their own implicit biases and receive professional development on creating equity
in their classrooms, so they can improve relationships with their students.
In order to measure how successful the stakeholders are in achieving their goal and the
desired outcomes, external and internal metrics will be utilized that gauge the progress of
achieving the goal. External outcomes will be measured through the collection of parent surveys
and interview data related to their concerns about their student’s academic outcomes, along with
tracking the number of families involved in school activities. Some of the internal outcomes
center on teacher attendance during professional development, their feedback, and the amount of
THE IMPACT OF TEACHER PERCEPTIONS 101

time they collaborate with their colleagues. Both external and internal outcomes assist in gaining
a deeper understanding of the direct impact that the recommended interventions have on the
stakeholders achieving their goal.
Table 10 demonstrates internal and external outcomes that would be used to assess the

performance of various recommendations made.

Table 10

Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Decrease in parental concerns of
underrepresented students’
academic outcomes.
Percent of satisfaction responses
from parent surveys and
interviews related to their
concerns about students’
academic outcomes.
Collect parent survey and
interview data.
Increase in family involvement
of underrepresented families in
the school.
Number of families who
participate and attend school
functions.
Track family involvement
data
Internal Outcomes
Teachers’ awareness of their
own implicit bias increases.
Improved student/teacher
relationships.
Number of teachers attending
professional development
focused on implicit bias.
Teacher attendance at PD is
tracked and feedback is
collected.

Teachers are given additional
time during faculty meetings to
collaborate with colleagues to
increase effectiveness in the
classroom.
Number of teachers who
collaborate with their colleagues
on a weekly basis.
Track time and focus of
discussion through sign in
and focus sheets on weekly
meetings.
Improved student/teacher
relationships.
Number of referrals and
suspensions on a weekly basis are
collected.
Track referrals and
suspensions of
underrepresented students.
THE IMPACT OF TEACHER PERCEPTIONS 102

Level 3: Behavior
Level 3 of the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016), centers
on the ways in which teachers apply what has been recommended to them in their teaching
practice to reach their goal. Level 3 focuses on the primary stakeholders, the teachers, and
encompasses three specific aspects. Critical behaviors would play a central role in order to
connect stakeholder behaviors with the outcome of their actions. Next, drivers were analyzed
based on their role as behavior antecedents. Finally, organizational support was assessed in
order to identify organizational settings that impacted the outcome of stakeholder behaviors.
Critical behaviors. Critical behaviors encompass an individual’s use of the Clark and
Estes (2008) KMO influences when implementing a certain skill-set. Furthermore, knowledge
and motivation influences lead to the outcomes of both stakeholder and organizational goals.
Due to the stakeholder’s knowledge and motivation influences, certain behaviors are enhanced,
and particular traits are then integrated into their performance skill-set. Stakeholders then are
able to accomplish certain goals due to specific critical behaviors that stem from the knowledge
and motivation influences. The critical behaviors that will need to be altered include various
themes such as implicit bias and teacher/student relationships.
Due to the natural tendency to make assumptions about underrepresented students,
teachers need to be given the knowledge about their own implicit bias and how that impacts their
interactions with their students. Unconscious bias training will provide teachers with the
opportunity to learn about the impacts of unconscious bias and to reflect on their own biases.
Furthermore, the critical behavior of how teachers build relationships with their students will be
addressed. Students will be able to give feedback to their teachers about how they feel about the
relationship they have with them, which will provide teachers with the ability to self-reflect on
THE IMPACT OF TEACHER PERCEPTIONS 103

their interactions with their students and gauge to what degree they are positive, negative,
supportive, or unsupportive.
Table 11 displays critical behaviors related to the stakeholder group of focus, the
teachers. Furthermore, the metrics, methods, and timing are included in this table since they are
related to the organizational performance evaluation.
Table 11
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metrics Methods Timing
1. Teacher reflects on their
own biases towards
underrepresented students.
Number of teachers that
participate in
unconscious bias
training workshop.
Attendance sheets
indicating names of
teachers who attended
Professional develop on
Unconscious bias.
Once a year for
school-wide
training and then
bimonthly
reflection time.
2. Teacher demonstrates
positive relationships with
students.
Number of teachers
demonstrating
improved relationships
with students.
Student survey
surrounding their
relationships with their
teachers.
Monthly surveys

Required drivers. Drivers stem from the motivational and organizational influences that
relate to an individual’s knowledge which leads to the achievement of the stakeholder’s goals
(Kirkpatrick & Kirkpatrick, 2016). According to Clark and Estes (2008), organizational
stakeholders could gather information from their knowledge base and integrate it into their
cultural setting through the use of motivational and organizational influences. Furthermore,
specific interventions stemming from a methodological approach are more likely to result in
successful outcomes within the organization.
THE IMPACT OF TEACHER PERCEPTIONS 104

Throughout this study, various themes evolved from issues centered around teacher
perceptions, professional development, teacher/student relationships, and time. These specific
themes would lead to the accomplishment of the key stakeholder achieving their goal. The
improvement model utilized would include drivers that recommend interventions that assist
stakeholders to accomplish specific tasks leading to positive results. Various methods that
include encouragement, rewards, and reinforcement should influence teachers to implement
recommended strategies into their teaching practice and produce better results for their students.
Reinforcement activities will include annual implicit bias training for teachers so that they will
be able to understand their own biases and learn about how that impacts their relationships with
their students. Teachers will also be provided support through the assistance of a master teacher
who will provide them with assistance learning relationship building techniques.
Through methods of encouragement, teachers will be provided with attributional
retraining to focus on effort rather than ability through accurate feedback stressing the
importance of effort, strategies, and potential self-control of learning with relation to building
relationships and creating equity-based classrooms. In addition, professional development
activities will be provided that allows teachers the opportunity to reflect on the usefulness of
building relationships and how those relationships yield results in creating equity-based
classroom learning environments. In regards to rewards, the acknowledgment of successful
teachers as mentors/coaches for others who lead professional development will be noticed during
in-service days. Lastly, a culture survey will be completed by faculty and the results
transparently communicated to continue building a culture of trust and collaboration between
teachers and administrators. Professional development seminars and additional time during
THE IMPACT OF TEACHER PERCEPTIONS 105

faculty meetings will also take place and focus on the reflection of biases, relationship building,
and equity-based classroom discussions with fellow colleagues.
Table 12 reflects the required drivers that are in place in order to support teachers in their
ability to implement recommended interventions.
THE IMPACT OF TEACHER PERCEPTIONS 106

Table 12
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
Reinforcing
Provide teachers with information on implicit bias related to
identifying their own innate assumptions about others.
Annually 1
Provide teachers a master teacher who can model activities that build
trusting relationships with students.
Ongoing 2
Encouraging
Provide teachers with attributional retraining to focus on effort
rather than ability through accurate feedback stressing the
importance of effort, strategies, and potential self- control of
learning with relation to building relationships and creating Equity-
based classrooms.
Each trimester/
department
meetings.
2
Provide professional development activities that allows teachers the
opportunity to reflect on the usefulness of building relationships and
how those relationships yield results in creating Equity-based
classroom learning environments.
Ongoing 1, 2
Rewarding
Acknowledge successful teachers as mentors/coaches for others
who lead professional development.
In-service days
before school
begins
1,2
Monitoring
Culture survey will be completed by faculty and the results
transparently communicated to continue building a culture of trust
and collaboration between teachers and administrators.
Bi-annually 1
Teacher and school administration collaborate during faculty
meetings to incorporate teacher feedback and ideas on how to build
relationships with students and work on achieving equity-based
classroom goals.
Ongoing 1,2
Provide professional development seminars and additional time
during faculty meetings on reflection of biases, relationship
building, and Equity-based classroom discussion with peers.
Ongoing 1, 2
THE IMPACT OF TEACHER PERCEPTIONS 107

Organizational support. Clark and Estes (2008) concluded that through organizational
collaboration with their stakeholders directly impacts how stakeholders utilize their knowledge
and motivation to accomplish the stakeholder and organizational goal. Furthermore, the New
World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) stated that organizational models
and settings need to aid in the stakeholder’s performance outcomes. They stated that the
organization needed to support their stakeholders and that it was crucial that the support was
evident when requiring that the stakeholder accomplish certain goals. The improvement model
that is recommended by the researcher demonstrates a level of accountability on behalf of the
teachers to accomplish a certain goal by taking certain steps in order to do so.
It is necessary for the organization to be held accountable for ensuring the integration of
motivational influences that act as drivers for teachers to integrate new strategies, so they are
able to accomplish the stakeholder goal. If they do not follow certain directives, they themselves
would face consequences professionally. Based on the research discussed in this study, the
organization could implement the recommendations to improve the academic outcomes of their
students. The school administration recognizes that the organizational goal must be met and they
are in need of assistance in various areas to help them accomplish this goal.
Level 2: Learning
According to Baker (2006), learning is the means of integrating new understanding into
one’s current set of skills. When an individual successfully applies new knowledge concepts
into performance skills-sets, self-efficacy improves, which leads to increased motivation
(Pajares, 2006). In this level, the process in which the teachers learn will be a primary focus as
they implement specific interventions. The interventions should be utilized by the organization
to aid teachers in reaching their goal.
THE IMPACT OF TEACHER PERCEPTIONS 108

Learning goals. The stakeholder learning goals have been reviewed and analyzed
according to what the stakeholders should understand what is necessary to demonstrate specific
critical behaviors and related drivers that are displayed in the related tables. The Clark and Estes
(2008) KMO influences were implemented to establish set objectives that will contribute to the
performance and achievement objectives. The goals are centered on teacher accountability.
1. Teachers summarize the importance of recognizing their own biases. (C)
2. Teachers recognize that their preconceived assumptions about a student can impact their
relationships with them. (C)
3. Teachers determine the importance of professional development focused on implicit bias
training. (C)
4. Teachers identify the importance of building positive relationships with students (M)
5. Teachers identify methods to build trusting relationships with students. (P)
6. Teachers use motivation to accomplish their goals. (M)
7. Teachers recognize the value in creating equity-based classrooms (M)
8. Teachers integrate time to reflect and collaborate to improve relationships with students.
(P)
9. Teachers recognize that increasing a student’s self-efficacy leads to improved academic
outcomes. (C)
10. All stakeholders recognize the importance of creating a culture of trust and support to
reach all goals. (C)
Program. According to the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016), a methodological approach should be utilized to reach the stakeholder learning goals. The
researchers stated that organizations could reap the benefits of this approach based on the fact
THE IMPACT OF TEACHER PERCEPTIONS 109

that there is an increase in stakeholder knowledge and it serves as a cultural accountability model
that assesses stakeholder performance. Thomas Jefferson High School will develop a Teacher
Accountability/Awareness Program (TAAP) based on the stakeholder performance as it relates
to accomplishing the organizational goal. The program will be implemented by the school
administrators who will be supporting the teachers in achieving the learning goals.
The first step will involve a collaborative meeting that involves the school administrators
and department chairs and supervisors to discuss the learning support plan. The critical
behaviors performance-based drivers, and stakeholder learning goals would be addressed
throughout the plan, along with the role of the various supervisors, department chairs, and
administrators. The goals would be created based on the stakeholder learning needs that would
assist in teachers’ understanding of their learning goals. The Teacher Accountability/Awareness
Program would be implemented to assist teachers in understanding the steps that need to be
taken to achieve their goal.
The TAAP program that is recommended would involve a meeting that includes the key
stakeholders who would have an open discussion to review the support program, which involves
rolling out the teacher learning goals. Teachers at this meeting would have the opportunity to
hear about the objective of the program and how they will be supported throughout the program.
Furthermore, their questions will be addressed which will assist in the review and improvement
of the support program before the actual implementation. Meetings will continue to take place
throughout the implementation phase to lend support to the teachers on a weekly bases during
faculty meetings. Through a review of the TAAP program and of the learning objectives,
teachers will understand the knowledge and motivational influences that will be addressed
throughout the program. The weekly meetings act as a support within itself to demonstrate to the
THE IMPACT OF TEACHER PERCEPTIONS 110

teachers the necessity to implement a program where they can focus in on a specific area that
influences the academic outcome of their students.
Evaluation of the Components of learning. The New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016) focuses on five areas of learning which are knowledge, skills,
attitude, commitment, and confidence. The evaluation of the components of learning were
expanded upon by Clark and Estes (2008), who stated that through the assessment of the learning
that takes place in the stakeholder, an organization could establish baselines and correlate them
to the learning goals in order to identify the gaps in their learning performance. Assessments,
both formative and summative, would be utilized to gauge the stakeholder learning and hold
them accountable for their learning goals. Based on the outcome of these assessments, an
evaluation of the progress of their learning can take place and assist in the overall outcome of
meeting the goals.
Table 13 shows the various components of evaluation that impact the stakeholder
learning goals. Various learning methods and the amount of time that it will take are displayed
throughout the components of the learning program. There are five components that will be
addressed: declarative knowledge, procedural skills, attitude, confidence, and commitment. This
evaluation framework will assist in the implementation of the support program and ensure that
they are obtaining the correct knowledge needed to achieve their goal.

THE IMPACT OF TEACHER PERCEPTIONS 111

Table 13
Evaluation of the Components of Learning for the Program
Methods or Activities Timing
Declarative Knowledge “I know it.”
Knowledge checks by means of teacher feedback Ongoing
Knowledge checks through formative assessments Every new quarter
Knowledge checks through teacher collaboration meetings and mentoring Ongoing
Knowledge checks through summative assessments End of the year
Procedural Skills “I can do it right now.”
Demonstration of the steps and techniques to build relationships with
student.
Ongoing during training
Demonstration of the time they take reflect on their own biases and how
that impacts their assumptions of a student’s ability
Ongoing during training
and reflection log
Demonstration of the components of an equity-based classroom. Ongoing during training
Teacher reflection assessment End of training session
Attitude “I believe this is worthwhile.”
Formative assessments and observations during training and in the
classroom of teacher’s attitudes about their learning
Ongoing
Summative assessment of the value teachers place on their learning End of training session
Confidence “I think I can do it on the job.”
Teacher demonstration when they reflect on their learning Ongoing during training
Meetings to check-in on levels of self-efficacy in their learning During weekly meetings
Administrator assessment of teacher learning End of training session
Commitment “I will do it on the job.”
Teacher attendance during trainings and demonstration of learning in the
classroom
Ongoing
Administrator pre and post assessment of teachers’ commitment End of Training
Teacher action plan overseen by department chair and supervisors. Ongoing
THE IMPACT OF TEACHER PERCEPTIONS 112

Level 1: Reaction
According to the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016),
Level 1 centers on feedback and perceptions from participants related to specific organizational
learning models created to improve individual performance, which leads to the achievement of
organizational goals. Through the incorporation of feedback and ideas from an organization’s
stakeholders, the cultural models and settings are enhanced, and there are improved stakeholder
performance outcomes (Clark & Estes, 2008). According to Kirkpatrick and Kirkpatrick (2016),
Level 1 reaction phase includes formative and summative assessments that allow a deeper
understanding of stakeholder perceptions related to the effectiveness and relevance of learning
programs within an organization. The reaction phase provides organizations with the ability to
effectively evaluate their current learning models. Through this assessment, areas in need of
improvements can be made that will increase productivity.
Table 14 shows the various methods and tools utilized along with the amount of time that
will be spent during these various components needed to measure reactions to the TAAP
program. Engagement, relevance, and customer satisfaction makeup the central components of
measuring the stakeholder reactions. The teacher reactions to the TAAP program would be
assessed through various observations and teacher feedback. The observations conducted by the
administration would be considered as summative and formative tools. The teacher feedback
will also be integrated into the components in a means of a summative assessment approach.

THE IMPACT OF TEACHER PERCEPTIONS 113

Table 14
Components to Measure Reactions to the Program
Methods or Tools Timing
Engagement
Observation of teacher interactions Ongoing
Observation of administration Ongoing
Teacher feedback End of training session
Relevance
Observation of teacher interactions Ongoing
Observation of administration Ongoing
Teacher feedback End of training session
Customer Satisfaction
Observation of teacher training Throughout the training
Observation of administration Throughout the training
Teacher Feedback End of training

Evaluation Tools
The purpose of evaluation tools is to assess the effectiveness of an organization's
stakeholders along with how well they carry out an intervention program (Kirkpatrick &
Kirkpatrick, 2016). Formative and summative evaluations are both included in this plan. The
formative training evaluation includes both Level 1 and Level 2 of the teacher performance
levels. The summative training evaluation would be utilized for levels one through four
(Kirkpatrick & Kirkpatrick, 2016).
Immediately following the program implementation. According to the New World
Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 20016) Level 1 and Level 2 are designed to assist
THE IMPACT OF TEACHER PERCEPTIONS 114

organizations in conducting assessments that demonstrate stakeholder beliefs, perceptions, and
attitudes toward learning. The TAAP program would provide teachers with the opportunity to
participate in Bi-Monthly workshops that center on their feedback in regards to the program
designed to assist them in reaching their goal. Level 1 would be assessed and would include a
survey (Appendix C) that could be reviewed and evaluated by the administrators. The data
collected would provide the administrators with immediate feedback related to how the
stakeholders are perceiving the training.
Level 2 of the evaluation model centers on the knowledge that stakeholders obtain from
organizational training programs. The TAAP program would be evaluated through the
completion of a survey (Appendix D) by all teachers, which would assess the teacher perceptions
of their learning goals. Through the completion of the survey, administrators can effectively and
efficiently assess teacher feedback and verify that they are understanding the learning goals of
the TAAP program.
Delayed evaluation after the program implementation. Results, behaviors, learning,
and reactions are components of the four-level process utilized when evaluating an organization
learning program (Kirkpatrick & Kirkpatrick, 2016). According to the researchers, this
particular process has been proven to be an effective tool to measure the success of the training
provided for the stakeholders in an organization. The information collected, would then lead to
bi-monthly meetings to discuss the various levels of assessing learning. Upon completion of the
final training session, the administrators would then conduct their last assessment to evaluate the
stakeholder performance in the TAAP.
The last assessment would consist of a summative survey (Appendix E) that would
demonstrate stakeholder comprehension in the TAAP. The questions would be based on the four
THE IMPACT OF TEACHER PERCEPTIONS 115

levels of evaluation and demonstrate the effectiveness of the stakeholder learning and the model
used to assess them. The organization could then make decisions to modify the training program
if necessary.
Data Analysis and Reporting
The TAAP learning support program is designed to analyze stakeholder learning
evaluations through a series of data collection, along with meetings to review the results.
Carpenter (2012) concluded that assessment results should be reported in a very concise manner
in order to ensure that the stakeholders of the organization understand the outcomes and their
implications. Furthermore, the researcher stated that the results that are found could lead to the
improvement of stakeholder productivity by integrating the knowledge obtained into their
performance skill-sets. The increases in the knowledge that the stakeholder obtains will also
assist in closing the performance gaps, which would directly impact the alignment of both the
stakeholder and organizational goal.
The TAAP process involves three separate assessments that would be completed by the
teachers. In order to assess their learning during the program, formative assessments would be
integrated in the program upon completion of the teachers’ Level 1 and Level 2 trainings. The
summative assessment would then be completed after they complete Level 1-4 bi-monthly
meetings to gain a broader view of the teacher perceptions after going through the program. The
information would then be analyzed by the administrators and adjustments could be made to
improve the outcomes if necessary. The teachers would take part in a final meeting to reflect on
the data collected and how it is related to them and their progress in the program. The final
assessment assists the organization in determining how effective the TAAP had been at assisting
THE IMPACT OF TEACHER PERCEPTIONS 116

teachers and providing learning support for those who were needing to implement specific
recommendations to improve learner outcomes.
Summary
The researcher was able to complete this study through the use of the Clark and Estes
(2008) KMO framework, which lead to the recommendations based on the analysis of the data
collected. The New World Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) was then
utilized as an evaluation tool to identify teacher perceptions as they integrated recommended
interventions in the organization’s improvement model. Furthermore, the evaluation model
would assist the administrators in the identification of specific areas that needed to improve.
The various levels of evaluation were identified and how each level shed light on the
results of teacher learning through the use of the Teacher Accountability and Awareness
Program (TAAP). Level 4 was centered on stakeholder learning results. Upon reflection and
analysis of the results of the TAAP, there is a need for awareness of the effects of teacher
perceptions, additional professional development on teacher bias and how to improve
teacher/student relationships, along with the need for time to collaborate and reflect on their
progress. Level 3 centered on teacher behaviors which encouraged teachers to participate in
teacher bias workshops and through the use of teachers modeling strategies to improve
teacher/student relationships. The support of the organization was also discussed and how it
correlated to the motivation of stakeholder participation. Level 2 focused on learning goals
along with other variables that could influence teacher understanding of specific recommended
interventions. The researcher conducted a thorough review of the program and evaluation
process and made suggestions about the various factors that could assist teachers in
understanding and gaining knowledge necessary to obtain the goal. Finally, Level 1 centers on
THE IMPACT OF TEACHER PERCEPTIONS 117

stakeholder reactions to the TAAP support program. Based on administrators’ observations and
teacher feedback through the use of surveys, there will be a greater ability to focus in on how
well teachers are gaining the necessary information and their perceptions of the TAAP.
It is evident that evaluation is necessary and a major part in deciding to implement
recommended interventions. The TAAP support program could assist the organization in closing
the achievement gaps that exist between underrepresented students. Through the implementation
of the recommendations, teacher effectiveness should improve and aid in the advancement
underrepresented students’ academic outcomes.
Strengths and Weaknesses of the Approach
The Clark and Estes (2008) conceptual framework provided the researcher with the
ability to focus directly on three separate influences that impact the achievement of the
stakeholder and organizational goals. The benefit of utilizing this particular framework was that
it allowed the researcher to identify the gaps in each influence separately. Through the use of
this focused framework, the selected stakeholder group could be guided towards the successful
achievement of the stakeholder goal, by breaking down the gaps into their knowledge,
motivation, and organizational influences. This breakdown led to a clear analysis of the issues
that would need to be addressed in order to reach stakeholder and organizational goals. The
KMO approach led to the cultivation of interview questions designed specifically to gain a
deeper perspective of the stakeholders’ levels of knowledge, motivation, and organizational
factors that impact their ability to achieve the goals stated in this study. Through this KMO
approach of data collection, the researcher was able to identify the gaps associated with their
ability to accomplish their goals, which led to the ability to make specific recommendations
designed to address the influences that were discovered through this research study. The
THE IMPACT OF TEACHER PERCEPTIONS 118

weaknesses related to this approach dealt with the limited ability of only assessing the data
collected through three different influences. This limits the research since there are other
possible influences that could lead to an even deeper analysis of the data collected. Additional
factors that could contribute to a more thorough review of the data collected could be considered
and lead to a more extensive study and possibly identify other relevant factors that would assist
in the findings of this study.
Future Research
Future research studies in various areas of this study could be conducted to provide
deeper insight into the ways to address the impact of teacher perceptions about underrepresented
students. Further research could be conducted on the impact of the assumptions that are made
not only about underrepresented students, but about students with disabilities, gender-related
assumptions, and assumptions made about students according to their socio-economic status. The
research in this study that focused on implicit bias relates to many different areas of bias that one
has developed. For this reason, the researcher suggests future research in the areas of implicit
bias related to other student demographics. Recommendations to assist in the achievement of
stakeholder and organizational goals made by the researcher that included bias training,
relationship building, and the implementation of an equity-based classroom would connect with
other areas of concern where teacher perceptions are impacting the relationships and academic
outcomes of all students. In regard to the document analysis findings, an additional area to
collect data would be from the teacher grade books. A further inquiry could focus on how the
Black and Latinx students were being graded and if there was a correlation between the findings
from the interviews and the academic outcomes in the teacher’s grade book.
THE IMPACT OF TEACHER PERCEPTIONS 119

Furthermore, implicit bias is a topic that could be researched in fields other than
education since research from Chapter Two demonstrated that implicit bias begins as early as age
three and continues to evolve according to the backgrounds in which one is raised and the
experiences we have as we grow. Other organizations could conduct studies on the perceptions
their employees have of their clients due to their age, race, and gender and how that impacts their
productivity due to the relationships they establish with them. This research could contribute to
the educational field and the impact that implicit biases have on student achievement.
Conclusion
The researcher has been an educator for over 18 years and conducted this study based on
the concerns that evolved from the growing gaps of student achievement between ethnic groups,
particularly Black and Latinx students compared to their White and Asian counterparts. White
female teachers have constituted the majority of teachers in K-12 education and the growing
diverse population of students generated an awareness that various assumptions were made about
underrepresented students that could be contributing to the achievement gap and causing a
barrier in teachers’ ability to connect with students that were of a different ethnic background.
This study was conducted with the intent to identify the influences that are contributing to
teachers’ understanding of implicit bias and how that impacts their relationships with students
and academic success. Through this study, the researcher was able to identify that teachers need
to understand the impact of their perceptions that stem from implicit bias in relation to the
assumptions they make about their students and how that impacts their relationships and
academic outcomes.
Teacher bias and the negative impact of preconceived assumptions towards Black and
Latinx students not only affects the students at the suburban high school in this study but across
THE IMPACT OF TEACHER PERCEPTIONS 120

educational institutions in the United States. By educating teachers about the impact of their
perceptions and assisting them in recognizing their own implicit biases, along with providing
professional development on the importance of building relationships with their students and
creating a school culture that embraces diverse student backgrounds, all students can be given
the opportunity to improve their academic outcomes.

THE IMPACT OF TEACHER PERCEPTIONS 121

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Appendix A: Informed Consent Form

University of Southern California
Rossier School of Education
Los Angeles, CA 90089

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

The Impact of Teacher Perceptions About Underrepresented Students

You are invited to participate in a research study conducted by Emily Zazanis, principal
investigator, Dr. Monique Datta, Faculty Advisor at the University of Southern California, because
you are a teacher in the place of study. Your participation is voluntary. You should read the
information below, and ask questions about anything you do not understand, before deciding
whether to participate. Please take as much time as you need to read the consent form. You may
also decide to discuss participation with your family or friends. If you decide to participate, you
will be asked to sign this form. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of this study is to examine the knowledge, motivation, and organizational influences
associated with teacher perceptions about underrepresented students.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in one scheduled
interview. The interview will be recorded. You will be afforded the opportunity to review the
transcription of the interview and retract or amend any statement or the interview in its entirety.
The interviews will occur through google hangouts. Each interview will last no longer than one
hour.

POTENTIAL RISKS AND DISCOMFORTS
No risks are foreseen resulting from your participation in this study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Your participation will help address gaps in the academic achievement of underrepresented
students. Honest and insightful responses, regardless of content, should allow for an awareness of
implicit biases that will allow for equal opportunities for students to achieve academic success.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. The members
of the research team and the University of Southern California’s Human Subjects Protection
Program (HSPP) may access the data. The HSPP reviews and monitors research studies to protect
the rights and welfare of research subjects.
THE IMPACT OF TEACHER PERCEPTIONS 128

The data will be stored in a locked cabinet in the researcher’s office. As stated previously, you
will be able to access the transcription of your interview for edits or retractions. A pseudonym
will be assigned to you (i.e., if you are a teacher from New York named Stanley, your pseudonym
may be Janice, a teacher in a large urban school district) for purposes of inclusion in the
dissertation. You will have the right to review the pseudonym prior to its use. All data will be
coded for similarities in responses and stored on a password-encrypted computer. After all data
has been analyzed, synthesized and integrated into the researcher’s dissertation all interview data
will be destroyed.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or remedies
because of your participation in this research study. If the interview were to uncover any harmful
or illegal activities on your part, the interview may be terminated without prior notice.

ALTERNATIVES TO PARTICIPATION
If you desire to participate but feel uncomfortable in the interview process, a written list of
questions can be provided to you for completion at your convenience.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Emily Zazanis,
Principal Investigator, at ezazanis@usc.edu.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

SIGNATURE OF RESEARCH PARTICIPANT

I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.

AUDIO/VIDEO/PHOTOGRAPHS (If this is not applicable to your study and/or if
participants do not have a choice of being audio/video-recorded or photographed, delete this
section.)

□ I agree to be audio recorded

□ I do not want to be audio recorded
THE IMPACT OF TEACHER PERCEPTIONS 129

Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all questions. I believe that he/she
understands the information described in this document and freely consents to participate.

Emily Zazanis
Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date

THE IMPACT OF TEACHER PERCEPTIONS 130

Appendix B: Interview Protocol
Knowledge Influences
1. How do you build relationships with your students?
Probe: Do you feel that you know a lot about your students’ interests, learning styles, and
goals?
2. Can you describe the expectations you have about your students in regard to behavior and
academics when they first enter your classroom?
Probe: Do you feel all students are capable of behaving appropriately and succeeding
academically?
3. In terms of classroom structure, can you describe what a classroom looks like that
promotes equity?
Probe: Do you think that students are all given the same opportunities for learning?
4. If I observed your interactions with students, what actions would I see that demonstrate
that all students are treated equally?
Probe: What does it look like when students are being treated equally?
Motivation Influences
5. Describe a time when you motivated an underrepresented student to achieve his/her
goals.
Probe: What examples can you provide of your experience assisting Black and Latinx
students succeed in your class?
6. What elements contribute to student success?
Probe: Do you feel that your relationship with your students will impact their academic
outcomes? If so, in what way?
THE IMPACT OF TEACHER PERCEPTIONS 131

7. Describe how you create an environment that allows all students to feel valued?
Probe: Can you give examples of how you know that your students feel you care about
them?
8. How do you motivate students to achieve academic success?
Probe: What strategies do you use to help your students stay on track and enjoy learning?
Organizational Influence
9. Describe a typical day in your classroom.
Probe: How do you begin your class and what are your daily routines and interactions
with students like?
10. Describe the culture of your school site and its effect on teacher/student relationships.
Probe: Do you feel that your school provides a platform for building positive
relationships with students?
11. To what degree do school district-level decisions support or impede teachers’
professional development?
Probe: Do you feel that your district provides teachers with adequate training and support
to assist teachers build relationships with students.
12. To what degree have professional development experiences influenced your teaching?
Probe: Do you feel that you have been able to improve your teaching practice through
professional develop?

THE IMPACT OF TEACHER PERCEPTIONS 132

Appendix C: Immediate Evaluation with Level 1 Survey

1. I found that I was able to understand how this training affected my awareness of my own
implicit bias.
Yes No

2. The training will help me to recognize and reflect on the perceptions I make of students
based on their ethnicity.
Yes No

3. The training increased my knowledge about the importance of building relationships with
students.
Yes No

4. The training increased my knowledge of strategies that would create an Equity-based
classroom.
Yes No

5. I am satisfied with the instruction that I received.
Satisfied Unsatisfied
0 1 2 3 4
Always Usually Sometimes Usually Always

THE IMPACT OF TEACHER PERCEPTIONS 133

6. I am confident that I can apply relationship building strategies into my daily lessons.
Confident Doubtful
0 1 2 3 4
Always Usually Sometimes Usually Always

7. I found the training that I received was applicable to my role as an educator?
Applicable Inappropriate
0 1 2 3 4
Always Usually Sometimes Usually Always

8. What adjustments could be administered to make the instruction more applicable?

THE IMPACT OF TEACHER PERCEPTIONS 134

Appendix D: Immediate Evaluation with Level 2 Survey

1. I understand the importance of acknowledging implicit biases.
Yes No

2. I understand that perceptions of students’ abilities based on their race impacts academic
outcomes.
Yes No

3. I understand that buildings relationships with students affects students’ academic
outcomes.
Yes No

4. I understand that creating an Equity-based classroom, allows all students to feel valued
and accepted.
Yes No

5. I understand the importance of professional development centered on implicit bias,
teacher/student relationships, and Equity-based classroom strategies.
Yes No

6. I understand the importance of acknowledging and reflecting on my own implicit biases
and assumptions that I make about underrepresented students.
Yes No

THE IMPACT OF TEACHER PERCEPTIONS 135

7. I am knowledgeable about the strategies of building teacher/student relationships.
Knowledgeable Unaware
0 1 2 3 4
Always Usually Sometimes Usually Always

8. I am able to create an Equity-based classroom environment.
Frequently Infrequently
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

9. I can develop positive relationships with students, which increases self-efficacy.

Frequently Infrequently
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

10. I can employ motivation to accomplish my goals.
Frequently Infrequently
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

THE IMPACT OF TEACHER PERCEPTIONS 136

11. I understand that professional accountability should be used as a motivational influence.

Understand Disregard
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

12. I understand that teacher perceptions about underrepresented students impacts academic
outcomes.
Understand Disregard
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

THE IMPACT OF TEACHER PERCEPTIONS 137

Appendix E: Delayed Assessment with Level 1-4 Survey

1. I am more aware of my own implicit biases:
Fully Aware Unaware
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

2. I build positive relationships with students:
Effective Ineffective
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

3. I have created an Equity-based classroom environment:
Effective Ineffective
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

4. I reflect on the assumptions I have about my students:
Frequently Infrequently
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

THE IMPACT OF TEACHER PERCEPTIONS 138

5. I ask questions during the learning and training process:
Frequently Infrequently
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

6. I am applying my learning to accomplish the stakeholder goal:
Frequently Infrequently
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

7. The trainings have improved my knowledge of implicit bias:
Effective Ineffective
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

8. The trainings have improved my knowledge of my perceptions of underrepresented
students and how that impacts their academic outcomes.
Effective Ineffective
0 1 2 3 4
Strongly Agree Agree Disagree Agree Strongly Agree

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Asset Metadata

Creator Zazanis, Emily K. (author)

Core Title The impact of teacher perceptions about underrepresented students

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/15/2019

Defense Date 02/21/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag bias,Black,implicit,Latinx,OAI-PMH Harvest,perceptions,Students,teacher,underrepresented

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Datta, Monique (committee chair)

Creator Email emilyzazanis@gmail.com,zazanis@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-134126

Unique identifier UC11676887

Identifier etd-ZazanisEmi-7166.pdf (filename),usctheses-c89-134126 (legacy record id)

Legacy Identifier etd-ZazanisEmi-7166.pdf

Dmrecord 134126

Document Type Dissertation

Format application/pdf (imt)

Rights Zazanis, Emily K.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA