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Perceptions of school counselors and administrators on leading multitiered systems of support
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2025-05-14
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Abstract
This qualitative study explored the perceptions of secondary school counselors and administrators regarding their roles in leading multitiered system of supports (MTSS). Framed through the lens of sensemaking theory, this study investigated how key stakeholders interpret, implement, and navigate the complexities of MTSS within a large suburban school district. As secondary schools adopt MTSS to address students’ academic, behavioral, and social-emotional needs, the success of this framework hinges on the clarity of roles, collaborative leadership, and alignment with district and schoolwide goals. Semistructured interviews with counselors and campus leaders occurred to understand their experiences, beliefs, and the organizational dynamics that influence MTSS implementation. Thematic analysis indicated several key findings: role ambiguity between counselors and administrators, inconsistent campus processes, and a lack of formal training and communication structures. Despite these challenges, participants demonstrated a shared commitment to student success and recognized MTSS as a proactive, student-centered approach.
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Education
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Jimerson, Jo Beth