Keywords
self-perception, education policy, teacher interpretation, teacher autonomy, HB 1467, HB 1069
Subject Categories
Curriculum and Instruction | Educational Leadership | Language and Literacy Education
Abstract
The purpose of this interpretative phenomenological analysis was to explore the perceptions and experiences of high school English Language Arts teachers in one public school district in the state of Florida as they navigated educational legislation that has been implemented over the last five years. The study interviewed ten experienced high school ELA teachers who had taught for more than five years in Florida’s public school system. One semi-structured interview was conducted along with brief follow-ups to share thematic statements with the participants. This study also included a document analysis of HB 1467 and HB 1069 as well as the researcher’s own reflexivity journal to explore the perceptions and experiences that influenced teaching practices. Guided by Daryl Bem’s (1965) Self-Perception Theory and supported by Fazio’s (1982) work on attitude accessibility, the language of the bills revealed perceptions of participants, and their experiences spoke to their feelings about the implementation strategies. The analysis of all three data points revealed themes related to teacher autonomy, policy clarity, and instructional challenges, offering insights into the complexities of implementing recent legislation. These findings may inform schools, districts, policymakers, and communities on supporting educators through legislative changes and improving implementation procedures.
Completion Date
2026
Semester
Summer
Committee Chair
Olan, Elsie
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Curriculum and Instruction EdD
Format
Document Type
Dissertation
Language
English
STARS Citation
Lewis, Marie, "High School Teachers' Perceptions and Experiences of Legislative Changes: An Interpretative Phenomenological Analysis" (2026). Graduate Studies Theses and Dissertations 2026. 298.
https://stars.library.ucf.edu/gradstudies_etd_2026/298
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Language and Literacy Education Commons
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