Non-Traditonal Secondary School: Teacher Perceptions of Similarities and DifferencesCompared to Traditional Secondary Schools

Abstract

This qualitative study was conducted to explore the experiences of educators whopreviously worked in traditional secondary schools, working in a non-traditional secondaryschool in a midwestern suburban school district (School A). Ten responsive interviews with 9teachers and 1 administrator were conducted to study the phenomenon. Documents fromteachers and the school district were utilized to triangulate the data to strengthen the study. Fromthe study, the following themes emerged: relationships with colleagues and administrators iswhat participants benefited from; School A being a new school presented frustrating challenges;participants appreciated the similar pedagogy philosophy in School A; schedules andcollaboration opportunities were not different from the other traditional secondary schools in theschool district; the daily experiences between the previous traditional secondary school andSchool A had various differences; and regardless of the building being traditional or nontraditional, participants shared their desire for effective building leadership. The eductaors yearnto feel supported in taking risks and having building leaders who instill structure and highexpectations for all students and all staff. Future leaders in positions to create and establish nontraditional secondary schools are recommended to identify leaders that will outshine the newbuilding. What educators like or benefit from the most is leadership, not the environment, thestudy suggests.