This research study explored the concept of capacity building and motivation of staff by school leadership teams in the successful development and implementation of educational initiatives, specifically Response to Intervention (RtI). A great deal of scholarship has addressed leadership and its effect on motivation, but few studies have investigated the necessary characteristics and effective school should encompass to generate widespread and sustainable capacity to raise the bar and close the gap of student achievement.
The central research questions of this study are:
1) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has a central and singular focus been evidenced in the development and implementation of their RtI model in each high school?
2) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has capacity building been evidenced in the development and implementation of their RtI model in each high school?
3) What are the implications for educational leaders to successfully motivate their RtI leadership teams to develop RtI processes?
4) What are the implications for educational leaders to successfully motivate their RtI leadership teams to implement these RtI processes with fidelity?
A qualitative case study was utilized as the methodology for this study. Participants included three building administrators and fifteen certified staff members from two suburban Chicago high schools. The three building administrators participated in Individualized Interviews. The fifteen certified staff members participated by completing Qualitative Questionnaires. Data analysis was completed through obtaining a copy of each high school's goals and objectives. Each high school has been identified as having a positive statewide reputation in regards to their development and implementation of Response to Intervention (RtI). Participation in the study was voluntary and included the completion of letters of cooperation, letters of consent and a confidentiality agreement.
This study concluded that building leadership teams who wish to implement educational initiatives that align with their school and/or district goals must: (1) create a central and singular focus; (2) build consensus among staff; (3) share the plan that is created; (4) define roles and responsibilities; (5) build capacity among staff; (6) obtain \"buy-in\" from staff; (7) decentralize power; (8) involve various staff members/groups in decision-making; (9) inform/communicate/empower all stake-holders; and (10) develop and provide staff members with necessary tools.
","abstract_html":"<p>This research study explored the concept of capacity building and motivation of staff by school leadership teams in the successful development and implementation of educational initiatives, specifically Response to Intervention (RtI). A great deal of scholarship has addressed leadership and its effect on motivation, but few studies have investigated the necessary characteristics and effective school should encompass to generate widespread and sustainable capacity to raise the bar and close the gap of student achievement.</p><p>The central research questions of this study are:</p><p>1) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has a central and singular focus been evidenced in the development and implementation of their RtI model in each high school?</p><p>2) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has capacity building been evidenced in the development and implementation of their RtI model in each high school?</p><p>3) What are the implications for educational leaders to successfully motivate their RtI leadership teams to develop RtI processes?</p><p>4) What are the implications for educational leaders to successfully motivate their RtI leadership teams to implement these RtI processes with fidelity?</p><p>A qualitative case study was utilized as the methodology for this study. Participants included three building administrators and fifteen certified staff members from two suburban Chicago high schools. The three building administrators participated in Individualized Interviews. The fifteen certified staff members participated by completing Qualitative Questionnaires. Data analysis was completed through obtaining a copy of each high school's goals and objectives. Each high school has been identified as having a positive statewide reputation in regards to their development and implementation of Response to Intervention (RtI). Participation in the study was voluntary and included the completion of letters of cooperation, letters of consent and a confidentiality agreement.</p><p>This study concluded that building leadership teams who wish to implement educational initiatives that align with their school and/or district goals must: (1) create a central and singular focus; (2) build consensus among staff; (3) share the plan that is created; (4) define roles and responsibilities; (5) build capacity among staff; (6) obtain "buy-in" from staff; (7) decentralize power; (8) involve various staff members/groups in decision-making; (9) inform/communicate/empower all stake-holders; and (10) develop and provide staff members with necessary tools.</p>","abstract_has_math":false,"creators":["Mahoney, Brian James"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:37Z","subjects":["Capacity","Leadership","Motivation","Team","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/529","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Mahoney, Brian James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:12:36Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Capacity","Leadership","Motivation","Team","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/529"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research study explored the concept of capacity building and motivation of staff by school leadership teams in the successful development and implementation of educational initiatives, specifically Response to Intervention (RtI). A great deal of scholarship has addressed leadership and its effect on motivation, but few studies have investigated the necessary characteristics and effective school should encompass to generate widespread and sustainable capacity to raise the bar and close the gap of student achievement.
The central research questions of this study are:
1) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has a central and singular focus been evidenced in the development and implementation of their RtI model in each high school?
2) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has capacity building been evidenced in the development and implementation of their RtI model in each high school?
3) What are the implications for educational leaders to successfully motivate their RtI leadership teams to develop RtI processes?
4) What are the implications for educational leaders to successfully motivate their RtI leadership teams to implement these RtI processes with fidelity?
A qualitative case study was utilized as the methodology for this study. Participants included three building administrators and fifteen certified staff members from two suburban Chicago high schools. The three building administrators participated in Individualized Interviews. The fifteen certified staff members participated by completing Qualitative Questionnaires. Data analysis was completed through obtaining a copy of each high school's goals and objectives. Each high school has been identified as having a positive statewide reputation in regards to their development and implementation of Response to Intervention (RtI). Participation in the study was voluntary and included the completion of letters of cooperation, letters of consent and a confidentiality agreement.
This study concluded that building leadership teams who wish to implement educational initiatives that align with their school and/or district goals must: (1) create a central and singular focus; (2) build consensus among staff; (3) share the plan that is created; (4) define roles and responsibilities; (5) build capacity among staff; (6) obtain \"buy-in\" from staff; (7) decentralize power; (8) involve various staff members/groups in decision-making; (9) inform/communicate/empower all stake-holders; and (10) develop and provide staff members with necessary tools.
"]},{"key":"dc:title","label":"Title","values":["Utilizing Response to Intervention (roti) As a Means of Studying Capacity Building and Motivation of Staff by School Leadership Teams"]}]}],"canonical_facts":{"dc:creator":["Mahoney, Brian James"],"dc:date.available":["2016-03-31T17:12:36Z"],"dc:description.abstract":["This research study explored the concept of capacity building and motivation of staff by school leadership teams in the successful development and implementation of educational initiatives, specifically Response to Intervention (RtI). A great deal of scholarship has addressed leadership and its effect on motivation, but few studies have investigated the necessary characteristics and effective school should encompass to generate widespread and sustainable capacity to raise the bar and close the gap of student achievement.
The central research questions of this study are:
1) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has a central and singular focus been evidenced in the development and implementation of their RtI model in each high school?
2) In two Illinois public high schools with positive statewide reputations, according to the perspectives of each RtI leadership team, how has capacity building been evidenced in the development and implementation of their RtI model in each high school?
3) What are the implications for educational leaders to successfully motivate their RtI leadership teams to develop RtI processes?
4) What are the implications for educational leaders to successfully motivate their RtI leadership teams to implement these RtI processes with fidelity?
A qualitative case study was utilized as the methodology for this study. Participants included three building administrators and fifteen certified staff members from two suburban Chicago high schools. The three building administrators participated in Individualized Interviews. The fifteen certified staff members participated by completing Qualitative Questionnaires. Data analysis was completed through obtaining a copy of each high school's goals and objectives. Each high school has been identified as having a positive statewide reputation in regards to their development and implementation of Response to Intervention (RtI). Participation in the study was voluntary and included the completion of letters of cooperation, letters of consent and a confidentiality agreement.
This study concluded that building leadership teams who wish to implement educational initiatives that align with their school and/or district goals must: (1) create a central and singular focus; (2) build consensus among staff; (3) share the plan that is created; (4) define roles and responsibilities; (5) build capacity among staff; (6) obtain \"buy-in\" from staff; (7) decentralize power; (8) involve various staff members/groups in decision-making; (9) inform/communicate/empower all stake-holders; and (10) develop and provide staff members with necessary tools.
"],"dc:identifier":["https://ecommons.luc.edu/luc_diss/529"],"dc:subject":["Capacity","Leadership","Motivation","Team","Educational Administration and Supervision"],"dc:title":["Utilizing Response to Intervention (roti) As a Means of Studying Capacity Building and Motivation of Staff by School Leadership Teams"],"thesis:degree_discipline":["School of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T02:55:37Z"}