Teachers’ Perceptions of Ability Grouping in Early Literacy as Supported by Instructional Leaders: A Qualitative Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2025
Abstract
This descriptive qualitative study explored rural third-grade teachers’ perceptions of ability grouping as a strategy for differentiating literacy instruction in southwest Arkansas public schools. Guided by Social Cognitive Theory (SCT), the study examined how teachers’ beliefs, behaviors, and environmental contexts interacted to shape grouping practices. Semi-structured Zoom interviews were conducted with five purposefully selected teachers, and transcripts were member-checked and analyzed in MAXQDA using Saldaña’s multi-phase coding process of open, descriptive, pattern, and axial coding. The findings revealed that teachers’ perceptions were shaped by lived experiences and formal training. Participants described how observing student outcomes and refining routines over time strengthened their instructional confidence and led them to view grouping as a useful, though flexible, strategy for supporting literacy growth. Teachers also emphasized perceptions of equity and fairness, noting efforts to rotate groups, use neutral labels, and maintain high expectations for all students. These perceptions extended to classroom management, as small-group settings were described as improving instructional flow and reducing off-task behavior. Teachers’ perceptions further reflected the influence of environmental conditions. Leadership expectations, encouragement, and informal guidance were viewed as supportive of grouping, while time pressures, limited resources, pockets of scarce paraprofessional support, and generic professional development were often perceived as barriers. Taken together, these findings illustrate how teacher perceptions directly shaped both the implementation and sustainability of ability grouping practices. The conclusions underscore that improving differentiated literacy instruction in rural schools requires acknowledging teachers’ perceptions are reflected in their professional practices. Their voices point to the need for clear leadership expectations, dedicated instructional time, targeted materials, and professional development that is practical and context-specific. By aligning supports with the realities teachers describe, instructional leaders and districts can foster more equitable, responsive, and sustainable grouping practices that meet diverse student needs and advance literacy achievement.
Advisor
Teresa Farler
Subject Categories
Education
Recommended Citation
Nichols, Christopher Casey, "Teachers’ Perceptions of Ability Grouping in Early Literacy as Supported by Instructional Leaders: A Qualitative Study" (2025). Electronic Theses & Dissertations. 1331.
https://lair.etamu.edu/etd/1331
