Impact Of Teacher Perceptions On Instructional Practices In Alternative Public High Schools

Alternative schools are perceived by some as low performing schools with ineffective faculty and delinquent students. This perception affects the perceptions of some alternative school teachers about their students and influences the instructional practices they employ. By being aware of their perceptions and resulting practices, these educators can make a positive impact on the education of at-risk students in alternative settings. The purpose of this study was to understand how alternative school teachers’ perceptions of their students’ abilities influenced their instructional practices and how they perceived those practices support at-risk student academic success in public alternative high schools. To fulfill the purpose of this study, the following research questions were answered: (a) what are alternative school high school teachers’ perceptions of alternative students’ abilities and alternative education? (b) how do alternative high school teachers describe their experiences in promoting the academic success of their at-risk students? (c) how do alternative high school teachers’ perceptions of their students’ abilities influence their instructional choices? (d) how do alternative high school teachers perceive that their practices support at-risk student academic success? The research questions were answered through an exploratory case study using an open-ended, anonymous survey. The results indicated there are links between alternative teachers’ perceptions of their students’ abilities, their chosen instructional practices, and their perceptions of their instruction’s effectiveness. Further research is recommended to elaborate on some major findings of this study to increase its applicability and relevance to different alternative settings