2026 Theses Doctoral

Teachers’ Perceptions of Block Scheduling: A Survey Study of Teachers From Two New Jersey High Schools

Grande, Edward

The master schedule directly impacts every student, teacher, and administrator in a high school. My study investigated high school teachers’ perceptions of their experiences with both traditional and block method scheduling. I paid particular attention to its influence on instructional programs, time allocation, and variation across content areas. Despite the widespread implementation of block scheduling, there remains limited research examining how teachers, as the primary agents of instructional delivery, perceive its impact on teaching and learning.

Addressing this problem, my study was guided by three research questions:

(a) How do high school teachers from two schools in New Jersey perceive the use of block scheduling influences their instructional programs?
(b) How do the teachers in these two schools view the instructional time allotment as differing in traditional scheduling versus block scheduling?
(c) How, if at all, do the teachers in these two schools describe the instructional time allotment in block scheduling as differing among the various content areas?

To explore these questions, I employed a quantitative research design to examine high school teachers’ perceptions of their experiences with high school scheduling. A total of 96 teachers from two New Jersey high schools participated in the study, with a focus on their perspectives related to academic achievement and school climate. Data were collected over four weeks via an online survey. Survey responses were analyzed using descriptive statistical methods, including calculation of ranges, means, and standard deviations for all Likert-type scale items, to identify patterns in teacher perceptions.

The findings indicate that block scheduling is associated with meaningful shifts in the quality and pacing of instruction. Teachers also reported increased opportunities for collaboration and planning, alongside increased student responsibility. While block scheduling was generally perceived as beneficial, especially in terms of teacher efficacy, there were varied perceived benefits across the content areas. The greatest variability in perceived benefits was in special education.

These findings suggest the importance of intentional accommodations for diverse learners. Accordingly, this study recommends that districts prioritize collaborative planning time to provide targeted professional development that focuses on instructional strategies to support a block scheduling model and support and access for students with disabilities.