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Some Comply While Some Defy: Elementary Teachers' Responses to Leadership Mandates on Reading Comprehension Instruction

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Title: Some Comply While Some Defy: Elementary Teachers' Responses to Leadership Mandates on Reading Comprehension Instruction
Language: English
Authors: Reid J. Smith (ORCID 0000-0002-0638-934X), Pamela C. Snow (ORCID 0000-0002-2426-8349), Tanya A. Serry (ORCID 0000-0003-1538-7327), Lorraine S. Hammond
Source: Language, Speech, and Hearing Services in Schools. 2025 56(1):83-101.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Teacher Attitudes, Teacher Behavior, Teacher Administrator Relationship, Reading Instruction, Reading Comprehension, Foreign Countries, Compliance (Psychology), Resistance (Psychology), Educational Policy, Time Blocks, Leadership Role, Decision Making, Teacher Characteristics, Metropolitan Areas, Regional Schools, Rural Areas, Geographic Isolation, Literacy Education, Block Scheduling
Geographic Terms: Australia
DOI: 10.1044/2024_LSHSS-24-00021
ISSN: 0161-1461
1558-9129
Abstract: Purpose: We report the qualitative findings from a survey of elementary teachers regarding reading instruction. The purpose is to extend on quantitative findings in a previously described survey to gain a more in-depth understanding of Australian elementary teachers' approaches to the literacy block in their schools: how this is used, who makes instructional decisions, and how teachers respond to these. Method: A web-based survey was used to collect data from Australian elementary teachers about their perspectives regarding reading comprehension instruction. Of the 284 respondents, 182 (64.1%) provided free-text comments in response to open-ended questions. Responses were coded and analyzed for themes. Results: Responses were categorized into three broad themes. The first theme concerned the level of satisfaction with how literacy block time was used. The second theme pertained to the locus of decisions about the use of the literacy block time, and the third theme concerned the ways in which teachers responded to decisions made by "leadership": compliance or defiance. Conclusions: There are many different ways that the literacy block is structured and used across Australian elementary schools, and participants indicated an overall sense that they perceive that their literacy block is effective for students. There is, however, evidence of tension between teachers and decision makers when the teachers' pedagogical position does not align with the locally prescribed instructional approach. In these cases, teachers report choosing to either defy or comply with the mandated approach. Although formal decisions about how this block is to be used are made by school leaders, teachers make individual decisions about the degree to which they comply with those. Departures from these mandates, regardless of their rationales, have significant implications for data monitoring and interpretation at the school level.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458100
Database: ERIC
FullText Links:
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  Data: Some Comply While Some Defy: Elementary Teachers' Responses to Leadership Mandates on Reading Comprehension Instruction
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  Data: <searchLink fieldCode="AR" term="%22Reid+J%2E+Smith%22">Reid J. Smith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0638-934X">0000-0002-0638-934X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pamela+C%2E+Snow%22">Pamela C. Snow</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2426-8349">0000-0002-2426-8349</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tanya+A%2E+Serry%22">Tanya A. Serry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1538-7327">0000-0003-1538-7327</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lorraine+S%2E+Hammond%22">Lorraine S. Hammond</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. 2025 56(1):83-101.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Compliance+%28Psychology%29%22">Compliance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Blocks%22">Time Blocks</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Metropolitan+Areas%22">Metropolitan Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Regional+Schools%22">Regional Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Isolation%22">Geographic Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1044/2024_LSHSS-24-00021
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  Data: 0161-1461<br />1558-9129
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  Data: Purpose: We report the qualitative findings from a survey of elementary teachers regarding reading instruction. The purpose is to extend on quantitative findings in a previously described survey to gain a more in-depth understanding of Australian elementary teachers' approaches to the literacy block in their schools: how this is used, who makes instructional decisions, and how teachers respond to these. Method: A web-based survey was used to collect data from Australian elementary teachers about their perspectives regarding reading comprehension instruction. Of the 284 respondents, 182 (64.1%) provided free-text comments in response to open-ended questions. Responses were coded and analyzed for themes. Results: Responses were categorized into three broad themes. The first theme concerned the level of satisfaction with how literacy block time was used. The second theme pertained to the locus of decisions about the use of the literacy block time, and the third theme concerned the ways in which teachers responded to decisions made by "leadership": compliance or defiance. Conclusions: There are many different ways that the literacy block is structured and used across Australian elementary schools, and participants indicated an overall sense that they perceive that their literacy block is effective for students. There is, however, evidence of tension between teachers and decision makers when the teachers' pedagogical position does not align with the locally prescribed instructional approach. In these cases, teachers report choosing to either defy or comply with the mandated approach. Although formal decisions about how this block is to be used are made by school leaders, teachers make individual decisions about the degree to which they comply with those. Departures from these mandates, regardless of their rationales, have significant implications for data monitoring and interpretation at the school level.
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        Value: 10.1044/2024_LSHSS-24-00021
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 83
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Reading Instruction
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Compliance (Psychology)
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      – SubjectFull: Resistance (Psychology)
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      – SubjectFull: Educational Policy
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      – SubjectFull: Time Blocks
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      – SubjectFull: Leadership Role
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      – SubjectFull: Decision Making
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      – SubjectFull: Literacy Education
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      – SubjectFull: Block Scheduling
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      – SubjectFull: Australia
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      – TitleFull: Some Comply While Some Defy: Elementary Teachers' Responses to Leadership Mandates on Reading Comprehension Instruction
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