Rural Realities Unveiled: Non-Certified Teachers’ Experiences and Perceptions of Scripted Literacy Curriculum in K-5 Classrooms
The persistent shortage of certified teachers in rural school districts has led to an increased reliance on non-certified teachers NCTs to deliver literacy instruction. To support these educators, many districts have implemented scripted curricula, which provide structured lessons and instructional materials. However, limited research exists on the experiences of NCTs using scripted curricula and their impact on their teaching practices and self-efficacy. This qualitative exploratory case study examines the perceptions and lived experiences of non-certified literacy teachers in rural elementary schools who utilize scripted curricula. Guided by Bandura’s Self-Efficacy Theory and Kolb’s Experiential Learning Theory, this study examined how NCTs perceive their instructional roles, navigate challenges, and assess their effectiveness in promoting student literacy outcomes. Data collection included reflective writing exercises, classroom observations, and semi-structured interviews with NCTs teaching in rural K-5 classrooms. Thematic analysis was employed to identify patterns in participants’ experiences, revealing insights into the benefits and limitations of scripted curricula, the professional growth of NCTs, and their instructional confidence. Findings highlight the complexities of scripted instruction in rural contexts, including issues related to teacher autonomy, adaptation to diverse student needs, and professional development. The study provided valuable implications for educational policymakers, school administrators, and teacher preparation programs in supporting NCTs and improving literacy instruction in rural schools
Literacy Intrusion, Non-Certified Teachers, Scripted Curricula, Teacher Self-Efficacy, Experiences, Perceptions, Education, Educational Assessment, Evaluation, and Research
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