Assessing teachers' knowledge and attitudes toward implementing a response to intervention approach in the classroom

Abstract

The aim of this study was to explore elementary school teachers' knowledge and attitudes about implementing the Response to Intervention (RTI) approach, which is a system used to identify and support students with learning disabilities or those who face learning difficulties. A total of 152 elementary school teachers participated in the survey, including 64 males and 88 females. Various statistical methods were applied to analyze the data, such as Cronbach’s alpha, frequencies, percentages, four-way ANOVA, and Scheffe’s post hoc test. The findings showed that teachers had a moderate level of knowledge about RTI and held neutral attitudes toward its implementation. The study also found no significant differences in responses based on gender, specialty, or the highest degree achieved. However, teachers with more than 10 years of experience showed different responses compared to those with less experience. Additionally, a positive link was found between teachers' knowledge of RTI and their attitudes toward its use. Based on these results, some recommendations are provided.