An investigation of teachers' and principals' perceptions of the effectiveness of the 4x4 block schedule in selected high schools in the Sandhills Region of North Carolina
Abstract
The purpose of this study was to investigate teachers' and principals' perceptions of the effectiveness of the 4x4 block schedule in selected high schools in the Sandhills Region of North Carolina and determine if teachers had changed their teaching methods to accommodate the 4x4 block schedule. This study sought to answer the following four research questions: (a) Are there any differences in teachers' use of the recommended 4x4 block schedule strategies? (b) What are teachers' perceptions regarding the effectiveness of the 4x4 block schedule? (c) What are teachers' perceptions regarding the effectiveness of staff development training for the 4x4 block schedule? and (d) What are principals' perceptions of the roles they played in the implementation of the 4x4 block schedule? A combination of both quantitative and qualitative techniques was used. An ANOVA was used to address Research Question 1. An ANOVA and the qualitative processes were used to address Research Question 2. An ANOVA was used to address Research Question 3. The qualitative process was used to address Research Question 4. Results of the study indicated there were differences in teachers' use of the recommended 4x4 block schedule strategies. The differences indicated the variations of instructional strategies were indicative of the methods that teachers were most comfortable using. Teachers agreed that the 4x4 block schedule was effective. Teachers felt they were trained to teach effectively in the 4x4 block schedule. Teachers also felt that the staff development training they received for the 4x4 block schedule was effective. The results of this investigation indicated that principals' perceptions of the roles they played in the implementation of the 4x4 block schedule were change agents. Therefore, according to principals' perceptions, teachers' use of instructional strategies improved their performance as well as improved students' academic achievement. As instructional leaders, principals felt they played vital roles in creating school climates that enabled teachers to teach more effectively in the 4x4 block schedule.
Subject Area
Educational administration|Curriculum development
Recommended Citation
Ford, Valjeaner Brewington, "An investigation of teachers' and principals' perceptions of the effectiveness of the 4x4 block schedule in selected high schools in the Sandhills Region of North Carolina" (2002). ETD Collection for Fayetteville State University. AAI3345787.
https://digitalcommons.uncfsu.edu/dissertations/AAI3345787