Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Committee Members
Michael Wesolek; Rick Stripling
Abstract
The purpose of this qualitative study was to identify and describe the perspectives of Mississippi teachers on the professional learning support and outcomes associated with implementing high-quality instructional materials (HQIM) in their classrooms. Grounded in Vygotsky's sociocultural theory of cognitive development, this study surveyed eleven elementary teachers from a Mississippi school district to determine their perspectives on the professional learning support provided for an HQIM, based on their experiences, and its effects on student learning outcomes. After analyzing the data using Braun and Clarke's six-phase thematic analysis method, it was concluded that teachers rely heavily on state-level literacy coaches for HQIM implementation support, with most participants identifying themselves as active learners in the professional development process. While teachers reported positive impacts on their instructional practices and professional growth, they also identified significant implementation challenges, including tensions between scripted curriculum requirements and responsive teaching, as well as structural barriers such as time constraints and incomplete training. Teachers' perceptions of HQIM's impact on student learning outcomes were mixed, reflecting both the early stage of implementation and the limitations of the professional learning activities provided. The findings suggest that effective HQIM implementation requires sustained, contextually relevant professional learning that balances curriculum fidelity with teacher agency. This study contributes to understanding how professional learning supports influence curriculum implementation and highlights the need for comprehensive, ongoing support systems that address both instructional and structural challenges teachers face when implementing HQIM. Keywords: high-quality instructional materials, curriculum implementation, professional learning support
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Johnson, Mandy Michael, "Mississippi Teachers' Perspective of Professional Learning Supports and Their Effects on Student Learning Outcomes When Implementing High-Quality Instructional Materials" (2026). Student Theses and Dissertations. 1138.
https://arch.astate.edu/all-etd/1138
