| Student achievement in America's high schools can almost always be predicted by the socio-economic status of those who attend the school. Pervasive poverty in urban areas puts students at risk for lowered expectations with regard to academic ability. In order to attempt to counteract the affects of poverty on student achievement, new strategies are needed. This study represents an examination of teacher perceptions of obstacles to student learning. In addition, the study explores ways in which we can support teachers in maintaining high expectations for students.;The Phenomenological Variant of Ecological Systems Theory was used to frame the trust relationships between teachers and principals and to examine teacher perceptions of obstacles that impede student learning. Teachers from thirty-one public high schools each completed two surveys---Obstacles to Student Learning and Teacher-Principal Trust. Data from these surveys were analyzed at the school level. First, correlational analysis was conducted to assess bivariate relationships among variables. Next, hierarchical multiple regression was used to determine which variables predict student achievement. A moderated mediator regression model was used to predict both how and why poverty predicts student achievement in this district.;Results indicate that, when teachers perceive a high degree of obstacles to student learning, then, in fact, students' achievement level is lower. Conversely, when teachers perceive a lower degree of obstacles to student learning, then, students have higher achievement even when poverty levels are high. Implications for the study and suggestions for further research are discussed. |
