Teacher Professional Identity as the Human Infrastructure of Multi-Tiered Systems of Support in Secondary Schools

Abstract

The Multi-Tiered Systems of Support (MTSS) framework is widely adopted at the secondary level, yet implementation often remains difficult to sustain due to logistical constraints, inconsistent application, and limited teacher engagement. As adolescent literacy needs continue to intensify, effective intervention becomes increasingly important, yet much of the existing research has emphasized systemic barriers rather than the cognitive and professional factors that shape teacher-driven implementation. This study addresses that gap by examining Teacher Professional Identity (TPI) as a meaningful but underexplored factor associated with MTSS implementation, with specific attention to how teachers’ perceptions of autonomy, competence, and professional relationships relate to their self-reported implementation practices. Using an explanatory sequential mixed-methods design, quantitative data from 85 secondary educators established statistical relationships between TPI and MTSS implementation, while 12 semi-structured interviews provided qualitative depth into teachers’ lived experiences. Findings revealed that higher levels of TPI were correlated with stronger perceived MTSS implementation, with autonomy emerging as the strongest predictor, followed by competence and relatedness. Thematic analysis identified three patterns through which teachers described the relationship between TPI and MTSS implementation: instructional ownership, adaptive expertise, and professional reciprocity. These results suggest that teacher-reported MTSS implementation is associated not only with systemic structures but also with the extent to which educators perceive themselves as empowered, knowledgeable, and collaborative agents of change. This perspective has significant implications for MTSS policy, leadership strategies, and professional development initiatives at the secondary level.