Elementary School Teacher’s Challenges and Barriers to Organizational Change and STEM Implementation: Factors Impacting Teacher Leadership

The purpose of this qualitative case study will be to examine barriers and challenges as it relates to the implementation of organizational change as perceived by elementary educators in an urban school in a Metropolitan city. This study will look to include teachers and teacher leaders over a six-week period in an elementary school in a large Urban Metropolitan School District. Hopefully, as a result of this study there will be some dialogue generated in reference to STEM Instructional practices and integration and how it can increase change implementation or become improved as a result of this research. The context of this study is in a large Metropolitan charter school district. This school has been designated as a school that is actively seeking the STEM School designation as are all of the schools in the cluster where this school resides. The reason this is important is that the teachers are the implementers of the change and how they see or perceive the change in instructional programming is incumbent upon the success of the outcome of the programming change.