Rural Illinois Teacher Perceptions of the Illinois Culturally Responsive Teaching and Leading Standards: A Basic Qualitative Study
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2023
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Abstract
Research supports the use of culturally responsive education (CRE) strategies to improve student learning outcomes. The Illinois State Board of Education (2020) published the Culturally Responsive Teaching and Leading Standards (CRTL) mandating all preservice teacher programs implement the standards by 2025. However, there is no mandate for in-service teachers. The problem is a lack of professional development concerning the Illinois CRTL Standards for rural Illinois teachers, which serves as a barrier for implementation of teaching practices with the potential to improve student learning outcomes for all students. There is a gap in research on effective CRE professional development for rural educators. The purpose of this basic qualitative study was to identify the perceptions of rural Illinois teachers regarding the Illinois CRTL Standards and to suggest strategies for creating CRE professional development. The social identity and self-efficacy theories formed the theoretical framework for the study. The research questions addressed the perceived benefits, challenges, and needs of rural Illinois educators regarding the CRTL standards. This basic qualitative study used a questionnaire and a follow-up to collect data from 15 in-service rural Illinois educators, selected by convenience sampling, who had not participated in a preservice program on the CRTL standards. A thematic analysis of the data was conducted. Findings revealed positive academic outcomes as perceived benefits, outside barriers and teacher bias as challenges, and administrator support and professional development as perceived needs. Recommendations to improve CRE professional development and change the CRTL were provided.
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